Home: the circle of trust and influence begin to

Home: Microsystem

The
early years of a child’s life are heavily influenced by what happens at home. A
supportive home is a necessity for developing children. In order for infants to
gain knowledge about their surroundings they must first have trust in others.
Infants typically learn from interaction. The best environments for infants to
grow and develop consist of affection, consistency, nutritional meals, and
organized schedules. These environments create a sense of security and support.
Environments without these characteristics affect children’s intellectual,
emotional, and social aptitude. (Scully, 13 & 14)

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Children’s
attitudes and perceptions of others are influenced by verbal and non-verbal
communication between parents or other authority figures around them. In our
textbook Families, Schools, and Communities there is an example of this
influence. Brittany, age 3, over heard her Mom talking about an old lady-Mrs.
Foster-that lives upstairs in their apartment building. The mom expressed her
dislike of Mrs. Foster calling her an old bat and saying how she’d like to spit
on her. After hearing this, the next time Brittany saw Mrs. Foster she spat on
her and called her an old bat. If this type of attitude were to continue
Brittany could develop a dislike of old people all together. However, if Mrs.
Foster were to display kindness to Brittany she could turn Brittany around.
(Scully, 2)

School: Mesosystem

Most
children spend at least 13 years in school, so it’s without a doubt that
schools have a significant impact on children’s attitudes and perceptions. This
is a key influence on children in Preschool and Kindergarten. Preschool and
Kindergarten are ages when the circle of trust and influence begin to branch
out beyond their homes. Children’s behaviors are altered at school in response
to its many rules and expectations. Preschool and Kindergarten have positive
long term effects on children’s academic growth and life skill development.
(Scully, 15)

Children’s
self-worth can be affected by the attitudes of school faculty. Any
disrespectful comments or attitudes by school staff directed at the lifestyles
and cultures of their students can diminish a student’s self-worth. The book
provides an example of two girls on a school bus, and their differing reactions
to the bus driver’s remarks. When the girls get on the bus the bus driver tells
them “Don’t touch them cans. I just drove a bunch of Black kids on a trip, and
they aren’t clean”. When Camille gets home she is upset and hurt by the bus
driver’s words. She thought the bus driver’s words were an insult towards her
because she was black. She thought the bus driver thinks she is dirty. The
other girl, Helen came home upset complaining to her mom that a bunch of Black
kids left the bus dirty. Teachers can’t prevent things such as this from
happening, but they can provide a comfortable and safe environment that accepts
all children. (Scully, 6)

Community:

There
are two types of community structures: formal and informal. Formal community
structures consist of political and social systems, health services, and
educational services. Informal community structures are social networks
families make. Community attitudes towards schools are typically positive.
Examples of community support in schools are donations, contributions of goods,
and volunteer activities. When children see this happening, they understand
that their community values their education and their school. Children’s
primary years of growth are more greatly influenced by their community. As
children explore their communities and are expose to the living conditions of
their neighborhoods they acquire life experiences that help develop basic life
skills such as: social, spatial, creative, and interpersonal skills. Children
that are exposed to museums, zoo’s, libraries, and other community resources are
better equipped to deal with the various topics discussed in school. Children’s
involvement in the community through clubs and sports supports the development
of a social capital that helps determine their school performance. (Scully, 15)

 

 

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