2017 Walden University 1fr2002 Dynamic Influences On Children In F ✓ Solved

©2017 Walden University 1 FR2002: Dynamic Influences on Children in Family and Community Contexts: Analyze dynamic influences on children in family and community contexts. Assessment Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Topic 1: Socioeconomic Status and Poverty At least two ways socioeconomic status and/or poverty may influence young children and families, and why it is important for early childhood professionals to understand these influences. (2-3 paragraphs) LO1: Analyze how socioeconomic status and/or poverty may influence young children and families. Response is not present. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. ©2017 Walden University 2 LO2: Explain why it is important for early childhood professionals to understand possible influences of socioeconomic status and/or poverty.

Response is not present. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. Topic 2: Traumatic Life Events: Divorce, Death, Abuse, and Violence At least two ways trauma may influence young children and families, and why understanding the possible influences of trauma is important for early childhood professionals. (2-3 paragraphs) LO1: Analyze how trauma may influence young children and families. Response is not present.

Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. LO2: Explain why it is important for early childhood professionals to understand influences of trauma on young children and families. Response is not present. Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete. ©2017 Walden University 3 Topic 3: Communities of Support At least two insights you have gained about the possible effects of strong social- emotional supports on young children and families. (2-3 paragraphs) LO1: Analyze the possible effects of strong social-emotional supports on young children and families. Response is not present. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. At least three insights about characteristics of strong families you would most want to share with families of young children in your care, and why. (2-3 paragraphs) LO2: Evaluate characteristics of strong families.

Response is not present. Response is vague, inaccurate, and/or incomplete. Response is clear, accurate, and complete. How knowledge of all these influences will empower you to play an integral and Response is not present. Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete. ©2017 Walden University 4 meaningful role in the community of support of each child and family with whom you work. (2-3 paragraphs) LO3: Explain how knowledge of influences of socioeconomic status, and/or poverty and trauma on families and children empowers early childhood professionals to fulfill integral and meaningful roles in children’s communities of support. LO4: Explain how knowledge of strong social-emotional supports and characteristics of strong families empowers early childhood professionals to fulfill integral and meaningful roles in children’s communities of support. Response is not present. Response is vague, inaccurate, and/or incomplete.

Response is clear, accurate, and complete. ©2017 Walden University 5 Exceeds Expectations: In-Depth Analysis LO1: Analyze multiple and relevant sources to explain dynamic influences on children in family and community contexts. Information and insights included in the Academic Essay are based on multiple and relevant sources and demonstrate a thorough understanding of dynamic influences on children in family and community contexts.  Yes  No ©2017 Walden University 6 Professional Skills Rubric Written Communication: Write with clarity, coherence, and purpose. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Construct complete and correct sentences (AWE 2; Sentence Level Skills) Sentences are incoherent and impede reader’s access to ideas.

Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. Sentences structure effectively conveys meaning to the reader. LO2: Demonstrate the effective use of grammar and mechanics. (AWE 2; Sentence Level Skills) Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. Some inaccuracies in grammar and mechanics limit reader’s access to ideas. Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.

LO3: Create cohesive paragraphs with a clear central idea. (AWE 2; Paragraph Level Skills) Paragraphs, or lack of paragraphs, impede reader’s access to ideas. Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. Main idea and/or supporting paragraphs effectively convey meaning to reader. LO4: Use supporting material to support a claim. (AWE 2; Use of Evidence) Supporting materials are not present. Supporting material is used inconsistently or inappropriately.

Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. LO5: Demonstrate Ideas are disorganized Ideas are loosely organized with Ideas are organized with cohesive ©2017 Walden University 7 appropriate essay level writing skills, providing transitions between an introduction, body, and conclusion. (AWE 2; Essay Level Skills) with no/poor transitions. unclear paragraphing and transitions. transitions. LO6: Identify sources (AWE 2; Credit to source) Sources are missing. Writing inconsistently identifies or misrepresents sources. Writing clearly identifies the source of nonoriginal material and/or ideas. [removed]

Paper for above instructions

Dynamic Influences on Children in Family and Community Contexts

Early childhood is a pivotal period in human development, and various dynamic influences shape the experiences of children and their families. Among these influences, socioeconomic status, trauma, and social-emotional support play critical roles in determining children's outcomes. Understanding these factors is essential for early childhood professionals who aim to support and empower families. This essay explores how socioeconomic status and trauma affect young children and families, the importance of understanding these influences, the effects of strong social-emotional supports, and characteristics of strong families.

Socioeconomic Status and Poverty

Socioeconomic status (SES) significantly impacts children's development and well-being. One primary way SES influences young children is through access to resources. Families with lower SES often experience material deprivation, which can limit access to nutritious food, safe housing, quality healthcare, and educational opportunities. Research indicates that children from low-income families are at a higher risk of developmental delays, lower academic achievement, and chronic health issues (Yoshikawa, Aber, & Beardslee, 2012). These children may also face higher levels of stress and instability due to financial insecurity, which can adversely affect their social-emotional development (Gershoff et al., 2007).
Another critical area where SES impacts families and children is in the quality of early childhood education. Lower SES neighborhoods often have fewer community resources, resulting in limited access to high-quality preschools and early intervention programs. This lack of access can lead to significant disparities in school readiness, as children who attend low-quality programs are less prepared for the demands of elementary school (Duncan & Magnuson, 2005).
It is crucial for early childhood professionals to understand these socioeconomic influences because they directly affect their interaction with children and families. Recognizing the challenges faced by low-SES families enables professionals to provide tailored support and advocacy, enhancing children's developmental trajectories (Shonkoff & Phillips, 2000).

Trauma: Divorce, Death, Abuse, and Violence

Trauma, such as experiences of divorce, death, abuse, or exposure to violence, can have profound consequences for young children and families. One significant effect of trauma is its impact on children's emotional and behavioral regulation. Children who experience trauma often struggle to manage their emotions, leading to increased anxiety, depression, and aggression (Perry, 2009). These issues can disrupt their social relationships and hinder their ability to engage in academic settings, compromising their learning and overall development (De Bellis & Thomas, 2003).
Additionally, trauma can interfere with family dynamics, leading to the breakdown of communication and bonding. Parents who have experienced trauma may find it challenging to provide consistent emotional support to their children, perpetuating a cycle of adverse experiences (Perry, 2009). Understanding the implications of trauma is vital for early childhood professionals, as they can create trauma-informed environments that foster resilience and support recovery (Bloom, 1997). By doing so, they help to mitigate the potential negative effects of trauma on children's development.

Effects of Strong Social-Emotional Supports

Social-emotional support is instrumental in promoting resilience and positive outcomes for children and families. One significant insight gained about the effects of these supports is the enhancement of children's coping skills. When children receive strong emotional support from caregivers and community members, they are more equipped to navigate challenges and manage stress (Kopel & Galinsky, 2013). These coping mechanisms are critical for academic success and overall well-being.
Another benefit of robust social-emotional supports is the strengthening of family cohesion. Families that experience supportive networks are better able to communicate and resolve conflicts, fostering a nurturing environment for children (Sanders et al., 2015). This secure family environment contributes to children's attachment styles, which profoundly influence their relationships and interactions throughout life.

Characteristics of Strong Families

In our work with young children and their families, it is essential to promote characteristics of strong families. One of the foremost traits to emphasize is effective communication. Strong families practice open and honest communication, allowing members to express their feelings and concerns. This trait builds trust and understanding, enabling families to work collaboratively on challenges.
Another characteristic is adaptability. Strong families can adjust to changing circumstances, such as job loss or health issues, drawing upon their support systems when needed (Smith et al., 2018). Teaching families to cultivate flexibility can empower them to navigate adversities more effectively.
Finally, strong families often exhibit a commitment to shared values and goals. This shared vision fosters a sense of purpose and unity, encouraging family members to work together toward common objectives (Walsh, 2012). Early childhood professionals can assist families in identifying their values, enhancing their bond and resilience.

Empowering Roles of Early Childhood Professionals

Knowledge of how socioeconomic status and trauma influence families empowers early childhood professionals to fulfill essential roles in children's communities of support. By understanding the socioeconomic barriers families may face, teachers and caregivers can advocate for equitable resources, connect families with necessary services, and create inclusive learning environments (Sylva et al., 2011). This advocacy extends beyond classroom interactions, influencing policy changes and community initiatives.
Moreover, understanding trauma equips professionals with the tools to create supportive learning environments that prioritize emotional safety. By implementing trauma-informed practices, educators can create spaces where children feel secure, leading to improved educational outcomes.
Additionally, knowledge of social-emotional supports and characteristics of strong families enhances the ability of early childhood professionals to foster developmental resilience in children. By promoting open communication, adaptability, and shared goals, professionals contribute to building stronger familial units that can withstand external pressures.

Conclusion

Dynamic influences such as socioeconomic status, trauma, and social-emotional support play critical roles in child development. Early childhood professionals must possess an understanding of these factors to support families effectively. By advocating for equitable resources, creating trauma-informed environments, and promoting strong family characteristics, professionals can play an integral role in enhancing children's well-being and development within their communities. This comprehensive approach ultimately aims to empower children and families, fostering resilience and positive outcomes.

References

1. Bloom, S. (1997). Creating Sanctuary: Toward the Evolution of Sane Societies. New York: Psyche Books.
2. De Bellis, M. D., & Thomas, L. (2003). "Biological, clinical, and functional correlates of childhood trauma." Psychiatric Clinics of North America, 26(2), 271-291.
3. Duncan, G. J., & Magnuson, K. A. (2005). "Can family socioeconomic resources account for racial and ethnic test score gaps?" Future of Children, 15(1), 35-54.
4. Gershoff, E. T., Aber, J. L., & Raver, C. C. (2007). "Income, parental education, and stress predict parental discipline in low-income families." Journal of Family Psychology, 21(3), 301-317.
5. Kopel, K. A., & Galinsky, M. (2013). "Building resilience in children". National Center for Children in Poverty.
6. Perry, B. D. (2009). "The Neurodevelopmental Impact of Trauma." In The Neurobiology of Trauma: A Developmental Perspective.
7. Sanders, M. R., Kirby, J. N., McIntyre, K., & Mullen, M. K. (2015). "Using evidence-based programs to enhance the development of children in families with multiple challenges." Child Development Perspectives, 9(2), 112-116.
8. Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.
9. Smith, L. E., et al. (2018). "Family communication and relational adaptation in families with adolescents." Journal of Family Communication, 18(2), 171-187.
10. Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2011). Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. Abingdon: Routledge.