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640_sabina_gonzalez. original image ( 3008”2000)
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Fresno california map
God is my parents parent and mine, too, said one girl. MAIN POINTS As children’s competence increases, by the end of this period they have acquired all the basic skills in gross and fine motor coordination developed more logical thinking abilities so that they can grasp the relations between objects learned greater understanding of their own and others emotional reactions gained greater control of their aggressiveness and become less fearful learned to remedy situations they control and adjust to situations others control come to value themselves for their physical, intellectual, and social competenc e, developing an overall sense of self-worth and competence developed a sense of gender and ethnic identity based on parental teachings, interactions with others, and personal observations. Schools are the main socializing force outside the family and can increase growth and competence in all areas: cognitive, emotional, and social create stress in children’s lives because children worry about making mistakes, being ridiculed, and failing promote a strong bond with children by encouraging active participation in learning and activities promote learning when they provide a calm, controlled environment and when teachers are gentle disciplinarians with high expectations for students often do not reward the values of ethnic groups that emphasize cooperation and sharing among their members even though ethnic minority groups members have high motivation to succeed at school can provide positive classroom atmospheres that minimize discrimination. Main Points provide opportunities for social experiences that can be highly rewarding but also can involve bullying, aggressive, and exclusionary behaviors that are painful With peers, children interact in an egalitarian, give-and-take fashion prefer those who are outgoing and supportive of other children interact more effectively when parents have been affectionate, warm, and accepting with them and less effectively when there is stress in the family can improve relationships when they learn emotional regulatory and social skills Parenting tasks in this period include monitoring and guiding children from a distance as children move into new activities on their own interacting in a warm, accepting, yet firm manner when children are present strengthening children’s abilities to monitor their own behavior and develop new skills structuring the home environment so the child can meet school responsibilities serving as an advocate for the child in activities. Outside the home with schools, with sports teams, in organized activities providing opportunities for children to develop new skills and positive identities becoming active in school and community organizations to provide positive environments for children In Galinsky’s interpretive stage, parents have achieved greater understanding of themselves as parents and of their children develop strategies for helping children cope with new authorities such as teachers and coaches Problems discussed center on helping children meet school responsibilities helping children regulate anger and discouragement dealing with social problems such as social isolation, aggression, and bullying changing rule-breaking behavior such as lying Parents joys include observing increasing motor, cognitive, and social skills in children reexperiencing their own childhood pleasure through their child’s experience Travel Parenting Elementary School Children on holiday EXERCISES Break into small groups of four or five.