Child family and community 7th edition chapter 2

Child, Family, and Community Family-Centered Early Care and Education

Seventh Edition

Janet Gonzalez-Mena

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Vice President and Editorial Director: Jeffery W. Johnston Executive Editor: Julie Peters Editorial Assistant: Pamela DiBerardino Developmnet Editor: Jon Theiss Executive Product Marketing Manager: Chris Barry Executive Field Marketing Manager: Krista Clark

Program Manager: Megan Moffo Production Project Manager: Janet Domingo Full-Service Project Management: Lumina Datamatics Composition: Lumina Datamatics

Credits and acknowledgments for material borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within the text.

Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this text- book will change.

Copyright © 2017, 2013, 2009, 2006, 2002 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.

Library of Congress Cataloging-in-Publication Data Gonzalez-Mena, Janet, author.

Child, family, and community : family-centered early care and education / Janet Gonzalez-Mena. — Seventh edition. pages cm

Includes bibliographical references and index. ISBN 978-0-13-404227-5 (alk. paper) 1. Socialization. 2. Child rearing. 3. Families. I. Title. HQ783.G59 2017 649’.1—dc23

2015030163

10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-404227-1 ISBN 13: 978-0-13-404227-5

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To Shaquam Kimberly Edwards, contributor to this edition. Shaquam took on what I consider the hardest part of this revision—

making it into an e-book. She stepped in willingly and capably to meet the creative challenges of bringing the book to life digitally. I’m

forever grateful for her contributions! I wrote the first edition of this book on a typewriter. Putting later editions on the computer was a big step forward for me. Shaquam took me into the e-book era, gracefully

and enthusiastically, for which I’m thankful.

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Preface

A seminal report published by the National Association for the Education of Young Children (NAEYC) was released just as this revision was about to go to press, titled “Transforming the Workforce for Children Birth Through Age 8: A Unifying Founda- tion.” One of the themes of the report relates to making higher education programs for professionals more effective with a goal of supporting consistent quality. This report couldn’t be more timely coming out as it did at the same time as the 7th revision of Child, Family, and Community. We are ready for change as a nation. We are ready to be sure that those who work with young children get an excellent education to prepare them for further study, for being a contributing part of the community, and for all-round mature development. Right in line with transforming the workforce comes the transformation of this Child, Family, and Community textbook. The 7th edi- tion, now in an e-text format, is startlingly different from the many revisions that preceded it.

This revision, as others in the past, focuses on contexts—the contexts in which children are reared and educated. It’s not about “the child” or even “children” because those words have no meaning by themselves. Each child is born and raised in mul- tiple social contexts. This text is about the influences of all those contexts. Nurturing and protection of each child must be viewed in terms, not only of the family, but also of the community—its neighborhoods, people, cultures, and institutions—both local and national. Care-and-education institutions are part of this context.

As in earlier editions, the major theories around which this book is based in- volve the community being the context in which child rearing takes place, no matter what shape or form the families take. This book still focuses on families, but also on the people and agencies outside the family. Some of those people who are using this text are now, or will become, those professionals who work with families and their children.

New to this editioN E-Text Format Anyone used to the black and white paperback book will see a world of difference when they take their first look at the new e-text format. There is no comparison. Not that both the e-text and the paper book aren’t greatly updated with the latest information and research, but the new format as an e-text has a number of engaging new features. Note that the Pearson e-text format contains the following digital components: video links, interactive section quizzes called “Check Your Understanding,” and end-of-chapter quizzes; other e-text formats do not currently contain these interactive digital elements.

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vi Preface

Videos Links to video in every chapter of the e-text augment the written word. As students read from the screen, they know that with one click, video appears with further information that comes in a variety of ways. Sometimes the informa- tion comes from the mouths of the researchers whose work is mentioned in the chapter. Certainly when students hear from academics who have contributed so much to the field of child development and early childhood education, everything becomes more personal and meaningful. Sometimes students see video clips that demonstrate what the researchers talk about. We look into live classrooms to see examples of various approaches of working with groups of children—or with individuals—or with family members. Footage of actual teachers in classroom scenes show examples of what is discussed in writing. Child development infor- mation is portrayed by children themselves in families and in classrooms and more. Community resources come alive as users talk about their experiences. Sometimes the focus is on the environment, which offers inspiration for those students who work in programs that lack rich, or even adequate, developmentally appropriate settings. Often we see and hear people who represent the community resources found in neighborhoods. We also have a chance to see examples of children’s behaviors at different developmental levels.

The many videos, three to four in each chapter, bring information beyond the words in the text and bring it in living color with sound and movement. Further, the videos have reflection questions in the text to promote thought or classroom discus- sion. What could be more meaningful for the generations that are media savvy and know how to use it to their advantage!

A New Interactive Assessment Feature Called “Check Your Understanding.” This new feature, which has been added at the end of each major section in each chapter, is a multiple-choice assessment that aligns with, and asks questions about, each Learning Outcome. The correct answer is noted and feedback is provided. Students can then see what they have learned from reading each section. This makes good sense and is quite effective. They can immediately determine what they for- got or misunderstood, which allows them to go back and reread so they retain the information.

Interactive End-of-Chapter Quizzes At the end of each chapter there are short-answer format quizzes, with feedback, to assess student understanding—and reinforce learning—of chapter content.

Color Photos Of course there are also still photographs as always—pictures that give visual em- phasis to the concepts written about. In the e-text the photographs are in living color—quite a contrast to black and white photos with “yesteryear” invisibly stamped on them.

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Preface vii

other chaNges aNd additioNs Reorganization of Each Chapter Helping students grasp and retain what they read is important in any textbook. To that end, every chapter has been more