Ways in Which to Raise Children
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Ways in Which to Raise Children
Option 1
- As you begin the study of the ways in which to raise children, take a moment to consider your own view regarding the essential nature of the child. That is, do you believe that all children are inherently sinful and willful or do you believe that children are basically good and that under optimal conditions, their innate talents will emerge? Explain how and why you view children’s nature in a particular way.
- Consider an example of disequilibrium that occurred in your family and was brought about by a normative or non-normative event. In what ways did you, your parents, and other family members adapt to the resulting family imbalance, thereby re-establishing equilibrium in the family?
Option 2
- Why do you think that parental warmth is such a powerful influence in the lives of children? Why do you suppose children are more accepting of parental demands from parents who are warm and responsive?
- Everyone seems to know a child whose parents are indulgent and have noticed the negative effects of that style of parenting on the child’s behavior. What are the behaviors of the parent that you consider indulgent and what examples of negative outcomes have you observed in the child’s behaviors?
Option 3
1.Based on the reading about children and their divorced parents, what are your conclusions regarding the ways in which to alleviate the stress for children whose parents have divorced?
2.Now that you have read about the lives of teenage parents and their children, what are some of the ways you would recommend that families and the community support adolescent mothers? What family and community supports would you suggest for adolescent fathers?
Option 4
1.Suppose you observed a child who repeatedly knocked over her sister’s blocks even though that action gained a lot of negative responses from others. Which of the goals of misbehavior do you think the child is using and how would you recommend that the parent deal wit this misbehavior based on the information in the book?
2.Given the many positive outcomes associated with the use of induction, why do you think more parents do not use this technique with their children? If you were to become a parent educator, do you think you would teach this technique to parents? If a child in your care was hitting another child, how would you use the technique of induction to intervene in this situation?
Option 5
- Were you surprised to learn that skin-to-skin holding of preterm infants (kangaroo care) promotes their ability to survive and also has a positive effect on later parent-infant interactions?How do you account for the fact that parents in traditional societies instinctively provide that type of care, whereas parents in Western, industrialized societies have to be taught to hold their infants?
- Drawing on the views of Piaget, describe how a parent might design an activity for a toddler with the goal of promoting the toddler’s cognitive development. Then, using Vygotsky’s idea of guided participation, how might the parent alter the design of that activity?
Option 6 1. Drawing on Bronfenbrenner’s Ecological Model (See Chapter 1), how would you explain the role of cultural context in the development of young children’s fine and gross motor skills? In other words, how might differences in the child, the family, the community, the culture, and time, impact the development of fine and gross motor skills?
2.Given the information about how young children understand adult speech, describe how you might instruct preschoolers to put their toys away, wash their hands, and come to dinner.
Option 7 1.Go back in your mind to your middle childhood (the elementary school years). Consider some activity (such as sports, dance, or art) that you began to feel you were “good at.” What were the feelings of pride about being competent at that particular thing? What do you remember about the ways in which your parents or other caring adults supported your development or competence in that area?
2.What have you learned from your readings that you might, as a professional, recommend to parents to prevent their children from acting as bullies? For parents whose children are being victimized by other children, what steps would you recommend that these parents take?
Option 8 1.How important is it for minority youths to have a bicultural identity? What steps would you recommend that ethnic minority parents take in order to assist their adolescent children in the development of a bicultural identity?
2.Based on the information in the text regarding the role of parents in adolescents’ engagement in high-risk behaviors, what do you think are the three most important things that parents might do to prevent adolescence high-risk behaviors?
Option 9
1.Why do you suppose that the quality of young adults’ relationships with their parents is linked with the quality of their friendships, and romantic relationships?
2.The degree to which fathers were involved in sharing household tasks during their adolescent years is related to the values that young adults have regarding the gender division of household tasks. Describe the sharing of household tasks that you observed during your own adolescence in your own or another household. Explain how you are able to see a link between your own gender role attitudes and those earlier observations.
Option 10
1.If you have (or have had) grandparents, or older adults in your life who fulfilled the role of grandparent, identify the various roles that these individuals have played or are currently playing in your life.
2.In your experience or awareness of the death of an older person (such as a grandparent), what have you observed regarding the effect of that family member’s death on the relationships of his or her adult children? Is it similar to or different from how most adult sibling relationships are affected by parental death?
Option 11
- The exceptionality of a child does not necessarily represent a handicap. A child might feel handicapped, however, if others respond negatively toward the child based on the child’s exceptionality. What are some parental attitudes and behaviors that prevent a child’s exceptionality from becoming handicapping?
- Consider the contrasting lives of children with conduct disorders and children who are gifted. Based on the information in the textbook related to the lives of children with those two exceptionalities, do you think children with conduct disorders could have turned out to be gifted if they had been socialized in a more positive environment? On the other hand, do you think that children who are gifted might have become children with conduct disorders if they had been exposed to interpersonal violence and a preponderance of family negativity? Explain your answer.
Option 12
- Given the negative consequences of parental abuse and neglect that are outlined in the textbook, what interventions do you think would be beneficial to provide for children who have been maltreated to help them to overcome the trauma they have experienced?
- Why do you suppose that actively engaging families in a helping alliance, and encouraging them to accept services, helps reduce their likelihood of child maltreatment?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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