1. A. Discuss ways in which prejudice, racism, and discrimination damage development in children. B. Give an example of a time you witnessed or were the object of prejudice, racism, or discrimination. C. Describe the impact on those who were involved.

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Chapter 5, Serving Culturally Diverse Children and Families

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1. A. Discuss ways in which prejudice, racism, and discrimination damage development in children. B. Give an example of a time you witnessed or were the object of prejudice, racism, or discrimination. C. Describe the impact on those who were involved.

2. A. Describe how culture influences development in children. B. What cultural influences were you brought up with? C. How have your cultural influences helped or hindered you in your schooling, professional or personal lives as you interacted with other cultures?

3. A. List and describe 5 sound multicultural practices that should be used in the classroom. Sound practices are discussed throughout the chapter. B. Give a real-life example in which sound practices were not used in the classroom. This may include discriminatory practices that surfaced in the classroom setting. If you are not teaching as of yet, think back to your own personal experiences as a student, or an experience that you may have experienced with your own children if applicable. C. What was the impact on those involved?

Chapter 6, Understanding Children with Ability Differences

4. Children with ability differences have unique needs. A. List and describe at least five ways that these needs can be met.

5. A. In years prior, inclusion was not practiced as it today. Discuss the importance of practicing inclusion for children with ability differences and special needs.

6. A. Discuss how different appearances affect children. B. Children with different appearances can often be the target of bullying and teasing. In your opinion, why has bullying become a hot topic of discussion in the media and in society recently? C. What can be done starting at a young age to curb this hurtful act?

Chapter 7, Designing Developmentally Appropriate Environments Inside and Out

7. A. List and describe the “Three Key Elements of Prosocial Behavior.”

8. A. Discuss the vital importance of “play” in the development of the child. B. In your opinion, what is society’s general current view on “play” for children of today?

9. A. Discuss what effect the environment has on child guidance. B. List and discuss what you feel to be the most essential components, including physical aspects and practices, that foster a prosocial environment?

Chapter 8, Building Relationships through Positive Communication

10. Read the Practical Application Case, “I’ll Leave You Here Forever“. A. Answer question 1: What would you have done in Marlene’s place and why? B. Answer question 2: What has Crystal really learned from the interaction? C. Answer question 3: Could anything have been done to prevent Marlene’s predicament?

11. A. What is the difference between Negative Commands and Positive Requests? B. Provide an example and an explanation of both.

12. A. Describe Assertive Communication. B. List and briefly describe the 10 Key Factors for Assertive Communication.

13. A. There are 9 stereotypes of nonproductive communication described in the text. Which stereotype do you must identify with and why? B. What can you do to improve your communication skills in relation to this stereotype?

ANSWER

Chapter 5, Serving Culturally Diverse Children and Families

 

Prejudice, racism, and discrimination can significantly damage the development of children in various ways. Firstly, these negative attitudes and behaviors create a hostile and unwelcoming environment for children, leading to increased stress, anxiety, and feelings of insecurity. This can hinder their emotional well-being and overall mental health. Secondly, prejudice and discrimination limit children’s access to opportunities and resources, such as quality education, healthcare, and social support networks, which are essential for their development. It can lead to unequal treatment and perpetuate disparities, affecting their academic achievement, career prospects, and overall life outcomes. Thirdly, when children are exposed to prejudice and discrimination, it can shape their own beliefs and attitudes, leading to internalized biases and a negative self-perception. This can impact their self-esteem, self-confidence, and sense of identity.

 

Let’s say an individual of a particular ethnic background goes to a job interview and is treated unfairly based on their race. They may be subjected to discriminatory questions or biased assumptions about their abilities. This can create a sense of frustration, anger, and demoralization for the person experiencing discrimination (APA PsycNet, n.d.-f).

 

The impact on individuals who experience prejudice, racism, or discrimination can be profound. They may suffer from emotional distress, feelings of inferiority, and a loss of self-esteem. It can lead to self-doubt, internalized racism, and a negative self-image. In some cases, it can result in social isolation, withdrawal, and a lack of trust in others. Long-term exposure to discrimination can have detrimental effects on mental health, contributing to depression, anxiety disorders, and even post-traumatic stress disorder (PTSD). It is important to address and combat prejudice and discrimination to promote the healthy development and well-being of all children.

 

Culture plays a significant role in shaping a child’s development. It influences various aspects, including language, beliefs, values, customs, traditions, and social norms. Children learn from their cultural surroundings and develop their identity based on the cultural practices they observe. Culture also shapes children’s perspectives, attitudes, and behaviors, as it provides a framework for understanding the world around them. It influences their cognitive, social, emotional, and moral development.

 

Let’s say a person grows up in a culture that values collectivism and emphasizes strong family bonds. They may have been brought up with the expectation of prioritizing the needs and well-being of the family over individual desires. They may have learned the importance of respect for elders, communal decision-making, and the value of interdependence.

 

Cultural influences can both help and hinder individuals in their interactions with other cultures. Positive cultural influences can enhance communication, empathy, and understanding when interacting with individuals from different backgrounds. It promotes openness to diverse perspectives, fosters respect for cultural differences, and enables effective collaboration. However, negative cultural influences, such as ethnocentrism or stereotyping, can hinder interactions and perpetuate biases and misunderstandings. It is important to cultivate cultural competence, which involves recognizing and appreciating cultural diversity while challenging biases and fostering inclusive relationships.

 

 Here are five sound multicultural practices that should be used in the classroom:

 

Incorporating diverse literature and resources: Teachers should include books, materials, and resources that reflect the diverse backgrounds and experiences of the students. This helps children see themselves and others represented in the classroom, fostering inclusivity and promoting cultural understanding.

 

Culturally responsive teaching: Teachers should adapt their instructional approaches to accommodate the diverse learning styles, preferences, and experiences of students. This includes incorporating culturally relevant examples, using varied teaching strategies, and valuing students’ cultural knowledge and perspectives (Gay, 2002).

 

Creating a welcoming and inclusive environment: Teachers should establish a classroom environment that values and respects all students. This involves promoting positive interactions, encouraging open dialogue about diversity, addressing stereotypes and biases, and fostering a sense of belonging for every student.

 

Engaging families and communities: Teachers should actively involve families and community members in the learning process. This can be done through family events, community partnerships, and inviting guest speakers from diverse backgrounds to share their experiences and knowledge.

 

Providing professional development for educators: Schools should prioritize ongoing professional development opportunities for teachers to enhance their cultural competence (K. P. King, 2004). This includes training on multicultural education, anti-bias strategies, and addressing implicit biases.

 

In a real-life example where sound practices were not used in the classroom, let’s consider a situation where a teacher consistently overlooks and dismisses the contributions and perspectives of students from minority backgrounds. The teacher may disproportionately praise and showcase the work of students from the dominant culture while marginalizing and devaluing the achievements of culturally diverse students.

 

The impact on those involved in such a scenario can be detrimental. Culturally diverse students may experience a sense of alienation, low self-esteem, and frustration due to their contributions being consistently disregarded. They may develop negative attitudes toward school, feel disengaged, and experience a decline in academic performance. Moreover, this type of discriminatory practice can perpetuate stereotypes, reinforce inequalities, and contribute to a divisive classroom environment. It is crucial to address and rectify such practices to ensure an inclusive and equitable educational experience for all students.

References

APA PsycNet. (n.d.-f). https://psycnet.apa.org/record/2003-04682-021 

Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003 

King, K. P. (2004). Both Sides Now: Examining Transformative Learning and Professional Development of Educators. Innovative Higher Education, 29(2), 155–174. https://doi.org/10.1023/b:ihie.0000048796.60390.5f 

 

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