Suchergebnisse

Books of advice for parents on the perils of "latchkey" children were published before researchers began to investigate the topic. We argue that the early "how to" books for parents created some overgeneralizations that require rethinking. Four popular assumptions about children in self‐care are examined against current theory and research evidence and are shown to be either incomplete or inaccurate. A restatement of each assumption is suggested, and specific implications for family life education are presented. Three workshop exercises are described to help parents, teachers, and others debunk the four stereotypes and learn key ideas to guide preparation of children for self‐care.

Why we hold a crying baby : attachment and exploration -- Why we talk about how the bunny feels : friendship and prosocial behavior -- Why we play Simon says : learning self-regulation -- Why we keep a pot of coffee : family-centered care and education -- Why we do what we do for children's social development : explaining your program practices in terms of state early learning standards