Early Childhood and Family Studies

topic：Reflection on Childhood Assignment

 essay

2 pages (no less than 2 and no more than 3), double spaced, 12 point font.

NO reference

In this assignment you will reflect on your own early childhood experiences and consider how at least two of these influences have made you who you are today. Our unique experiences influence how we view the world. By reflecting on these experiences, we gain a better understanding of ourselves and the world around us. 

Requirements: 2 pages (no less than 2 and no more than 3), double spaced, 12 point font.

I am interested in seeing that:

1. You have reflected on your past experiences – an incident, a life event, an early relationship, a school experience, a set of circumstances – anything that happened from ages 0 to 10. Please choose 2 influences. This information is worth 40 points.

2. You have connected your story to 2 concepts/ideas we have talked about in class. This could be from lectures, readings, videos, discussions, or activities we have done in class. Example, risk and protective factors, parenting styles, Bronfenbrenner’s model . This is worth 30 points. 

I do not need you to write our reflection in two sections – you are welcome to weave in the ideas or concepts into your story. However, if it’s easier for you to organize your paper into 2 sections, that’s fine too. You do NOT need to cite  these ideas or concepts but please provide a brief explanation of how they relate to you. 

Today’s Session
Risk & Resilience

See here:
http://buildinghealthycommunities.org/
A Tale of Two Zipcodes
1

Forms of Stress

Center on the Developing Child
2

Physical abuse is the use of physical force, such as hitting, kicking, shaking, burning, or other shows of force against a child.
Sexual abuse involves engaging a child in sexual acts. It includes behaviors such as fondling, penetration, and exposing a child to other sexual activities.
Emotional abuse refers to behaviors that harm a child’s self-worth or emotional well-being. Examples include name calling, shaming, rejection, withholding love, and threatening.
Neglect is the failure to meet a child’s basic physical and emotional needs. These needs include housing, food, clothing, education, and access to medical care

From Essentials for Childhood Framework, page 5: https://www.cdc.gov/violenceprevention/pdf/essentials_for_childhood_framework
3

Childhelp.org
A report of child abuse is made every ten seconds
More than four children die every day as a result of child abuse.
More than 90% of juvenile sexual abuse victims know their perpetrator in some way.
Child abuse occurs at every socioeconomic level, across ethnic and cultural lines, within all religions and at all levels of education.
“Children are just as likely to be abused or neglected in wealthy homes as in poor ones. However, wealthier white families are simply not under the same scrutiny that brings families of color of low socioeconomic status to the attention of child welfare authorities.”*
About 30% of abused and neglected children will later abuse their own children, continuing the horrible cycle of abuse.
The estimated annual cost of child abuse and neglect in the United States for 2008 is $124 billion.

*http://www.alternet.org/education/truth-about-child-abuse-and-poverty
4

Selected Adverse Experiences
1. Lived with a parent or guardian who got divorced or separated;
2. Lived with a parent or guardian who died;
3. Lived with a parent or guardian who served time in jail or prison;
4. Lived with anyone who was mentally ill or suicidal, or severely depressed for more than a couple of weeks;
5. Lived with anyone who had a problem with alcohol or drugs;
6. Witnessed a parent, guardian, or other adult in the household behaving violently toward another (e.g., slapping, hitting, kicking, punching, or beating each other up);
7. Was ever the victim of violence or witnessed any violence in his or her neighborhood; and
8. Experienced economic hardship “somewhat often” or “very often” (i.e., the family found it hard to cover costs of food and housing).

Significant adversity impairs development in the first 3 years…..the more adversity, the greater the odds of a developmental delay…..risk factors such as poverty, caregiver mental illness, child maltreatment, single parent, low maternal education.
http://developingchild.harvard.edu/resources/multimedia/interactive_features/five-numbers/
7

As the number of ACEs increases so does the risk for the following:
Alcoholism and alcohol abuse
Chronic obstructive pulmonary disease
Depression
Fetal death
Health-related quality of life
Illicit drug use
Ischemic heart disease
Liver disease
Poor work performance
Financial stress
Risk for intimate partner violence

Multiple sexual partners
Sexually transmitted diseases
Smoking
Suicide attempts
Unintended pregnancies
Early initiation of smoking
Early initiation of sexual activity
Adolescent pregnancy
Risk for sexual violence
Poor academic achievement

https://www.cdc.gov/violenceprevention/acestudy/about.html
8

www.kidsmatter.edu.au 
9

Risk Factors
Situational
life stress
mental/physical health
school problems
family relationship conflict
Enduring
Behavior, mental/physical health
Caregiver mental/physical health
Impaired child/caregiver relationship/family conflict
Substance Abuse
Social Isolation
Underlying
Poverty
Racism
Violence in community
Protective Factors
Enduring
Family System Strengths
Supportive child/caregiver relationship
Coping strategies
Social support
Readiness for change
Underlying
Spirituality
Cultural roots
Community connections
Economic stability

From : Center for the Study of Social Policy
Five Protective Factors Key to Family Well-Being:
Knowledge of parenting & child development
Parental resilience
Social connections
Concrete supports for families
Social & emotional competence of children

http://www.cssp.org/young-children-their-families
11

ACES Study
ACES are strongly related to risk factors for disease and life-course well-being
17,000 participants
75% White
67% some college or college graduates
https://
www.cdc.gov/violenceprevention/acestudy/pdf/fhhflorna [female survey]

https
://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=
en
range from physical, emotional, or sexual abuse to parental divorce or the incarceration of a parent or guardian.
http://www.childtrends.org/wp-content/uploads/2014/07/Brief-adverse-childhood-experiences_FINAL
*Episode 5, DNA is not Destiny
http://washington.kanopystreaming.com/node/160389
Thrive Washington
https://thrivewa.org/work/trauma-and-resilience-3
/
epigenetics

12

The Reading…..
What questions does this raise for you?
What is significant about this text?
How might it influence your understanding of children and families?

Resilience
Resilience can be defined as the ability to thrive, mature, and increase competence in the face of adverse circumstances.

Think about yourself…..
Take a few moments to write about a time that was difficult or challenging.
How did the concept of ‘resilience’ play in to that moment?
Resilience: positive outcomes in the face of adversity
Not just in the person…but in the interaction between the person and the environment

Resilience…. The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult*. 
A Tale of Two Zip Codes
https
://
www.youtube.com/watch?v=Eu7d0BMRt0o
Harvard paper on resilience*

Resilience

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Kauai Longitudinal Study
698 children, born 1955
Monitored development at ages 1, 2, 10, 18, 32, & 40
30% born & raised in poverty, families troubled by chronic discord, reared by mothers with less than 8th grade education
2/3 developed learning/behavior problems by age 10, & had delinquency records or mental health problems by age 18
BUT 1/3 grew into competent, confident, & caring adults
WHY?
3 Factors of Resiliency
Within the individual
Within the family
In the community
Most of the 2/3 had “staged a recovery” by age 40

Harlem Children’s Zone
http://hcz.org/index.php/about-us/video-faqs

Program Models that serve as protective factors
Promise Neighborhoods
https://www.youtube.com/watch?v=
Kyka4YfqeqQ
Childhaven (in Seattle)
http://www.youtube.com/watch?v=-CWbkgaljQo&list=PLzNmDeFdH18gAN1SsZLCBthroDqzeUivU
Harlem Children’s Zone
https://www.youtube.com/watch?v=Di0-
xN6xc_w ***
https://www.youtube.com/watch?v=
ete1jRRPAFU
Watch and listen for…….(exit slip)
What messages can communities provide for children & families?

Other resources

http://
www.youtube.com/watch?v=cXCdcsJCcE

Resilience

http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/inbrief_impact_of_adversity/

21

A Brief History of Early Childhood Efforts in the US: 1960s to present

http://ffyf.org/resources/eceinessa2015/ ESSA and Title 1, ECE
1

Debriefing the Reading
Three levels of text:
In rounds, person 1:
Share your word/interpret
Person 2:
Share your word/interpret
Person 3:
Share your word/interpret
All share with one another
Repeat with sharing your phrase, then your sentence

Relationships guide how young children learn about the world, people and themselves.

1964 War on Poverty
Civil Rights Act (1964)
Food Stamp Act (1964)
Head Start (1965)
Medicare/Medicaid (1965)
College Work Study Program
Elementary & Secondary Education Act (1965)

http://faculty.virginia.edu/sixties/readings/War%20on%20Poverty%20entry%20Poverty%20Encyclopedia
4

Elementary and Secondary Education Act (ESEA) 1965

Education for All Handicapped Children Act (1975)

to ensure that children with disabilities have the opportunity to receive a free appropriate public education, in the least restrictive environment.
Until that time, many states had laws that explicitly excluded children with certain types of disabilities from attending public school, including children who were blind, deaf, and children labeled “emotionally disturbed” or “mentally retarded.”

Early learning programs that address
language and literacy; cognition and general knowledge; physical development and health; social and emotional development; and approaches to learning.
health, nutrition, social, and other services determined to be necessary by family needs assessments
Emphasizes the role of parents as a child’s first and most important teacher
https://www.youtube.com/watch?v=kypFIrtRVTg [older]
https://
www.youtube.com/watch?v=uKLPmpMcfPU

http://eclkc.ohs.acf.hhs.gov/hslc/hs/about
7

3 Major Studies, 1960-80s

9

Abecedarian Project

10

Chicago Child-Parent Centers

From NIEER, S. Barnett’s presentation to Seattle City Council for UPK
11

A Brief History of Early Childhood Efforts in the US: 1960s to present

Increasing diversity in the backgrounds of families in the US

http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/brain_architecture/

The Current Reality: 3rd Grade Reading

From Hannah Lidman, ILABs
15
State 3rd Grade Reading
White 2005 WASL 2006 WASL 2007 WASL 2008 WASL 2009 MSP 2010 MSP 0.746 0.774 0.77 0.773 0.794 0.796 Asian/Pacific Islander 2005 WASL 2006 WASL 2007 WASL 2008 WASL 2009 MSP 2010 MSP 0.737 0.754 0.765 0.787 0.788 0.8 American Indian 2005 WASL 2006 WASL 2007 WASL 2008 WASL 2009 MSP 2010 MSP 0.517 0.554 0.544 0.551 0.553 0.563 Black 2005 WASL 2006 WASL 2007 WASL 2008 WASL 2009 MSP 2010 MSP 0.533 0.57 0.563 0.557 0.59 0.62 Hispanic 2005 WASL 2006 WASL 2007 WASL 2008 WASL 2009 MSP 2010 MSP 0.471 0.493 0.509 0.529 0.522 0.576
Changing Views of Early Learning in U.S.
In the Past
Childrearing as woman’s work
Child CARE
Health and safety
Providers as care takers and custodians
Public funding closely tied to welfare and moving low-income women into the workforce.
Currently
Two working parents
early LEARNING/early childhood EDUCATION
cognitive and social /emotional DEVELOPMENT
Providers as professionals and educators
Public good leading to long-term outcomes for children, families, and society.

Adapted from Hannah Lidman, ILABs
16

What early childhood education is being asked to do
inequity, poverty, and risk
welfare and the working poor
maternal and general workforce employment
the needs of the military and federal employees
demands for excellence and school readiness
the press for success: model programs

Kagan & Reid, introduction
17

Summary
Federal legislation and policy has a significant history related to early childhood and family studies.
There is a Science of Early Learning.
The U.S. is applying this science to enable all children to be ‘school ready’ & to have opportunity for optimal development.
This is seen in education, policy, & social welfare movements.
All of this has made a significant difference in millions of lives….and continues to face challenges in serving all that are in need.

Race to the Top Early Learning Challenge
President Obama has called inequality the “defining challenge of our time.”
$280 million investment in early childhood education
Washington State Early Achievers:
http://del.wa.gov/care/qris/
http://www.naeyc.org/files/naeyc/file/policy/state/Race_Top_ELC

HB 1491, Early Start Act
$158 million will go to early learning, including expanded preschool, funding the Early Start Act and child care eligibility changes.
http://www.childrensalliance.org/sites/default/files/2014_briefing_EarlyStartAct_final

http://childrensalliance.org/no-kidding-blog/historic-victory-washingtons-children
Funds Early Achievers; coaching, resources
Children eligible for 12 months of enrollment regardless of changes in family circumstances
Providers who get state subsidies must enroll in Early Achievers

http://www.del.wa.gov/publications/partnerships/docs/081015ELACEarlyStartActOverview
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Universal Pre-K
Nationally: Preschool for All
http://www.whitehouse.gov/issues/education/early-childhood
With State Funded support:
Florida, Georgia, Massachusetts, New York, Oklahoma, and West Virginia
In the City of Seattle
http://www.seattle.gov/council/issues/PreschoolforAll/default.html
King County, Best Starts for Kids Act
http://www.kingcounty.gov/elected/executive/constantine/initiatives/best-starts-for-kids.aspx
The levy will generate about $65 million per year and cost the average King County property owner an estimated $56 per year, which is about one dollar per week for prenatal support, investing in healthy communities, programs for children under the age of 5, home visiting, developmental screenings, etc.

Recent Legislation
Every Student Succeeds Act
http://www.ed.gov/
ESSA
a competitive grant program [$250 million a year until 2020] for states that propose to improve, coordination, quality, and access to early child education for kids from low-income and disadvantaged families. {Patty Murray}
Title 1 dollars for early learning
Title II dollars [teacher and principal prep] for professional development, early literacy programs…

First Five Years Fund
http://ffyf.org/who-we-are/
Bipartisan federal advocacy for early childhood education
provides policymakers, advocates, business leaders and the public with the research and information necessary to make informed investments in quality early childhood development.
Funded by Buffet Early Childhood Fund, Bill & Melinda Gates Foundation, Kellogg…to name a few…

Why It Matters

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Area of Interest Assignment
Part 1: Introduce your topic/interest
Part 2: Research efforts
Part 3: Professional Organization [national]
Part 4: Connections to ideas in readings/class
At least 3
One page handout shared in class
4-5 double spaced paper [APA format]
Due:

Welcome to ECFS 200:
Introduction to Early Childhood/Family Studies

Debi Talukdar

tdebi@uw.edu

Early Childhood is defined as
Birth
Through
Age 8
(about 3rd grade)

Today’s Agenda
What do I bring to this course?
Overview of the course
Review the syllabus and course schedule
Course assignments
Service Learning

Who am I and what do I bring to the course?

Multiple perspectives in class!
What do these areas of study have to do with the well-being of children and families?
Psychology, French, Humanities
Pre-Sciences, Pre-Health Sciences, Nursing
Sociology, Communications
Environmental Studies,
Computer Science, Engineering
Business Administration, Economics
Speech/Hearing Science, ECFS
Drama, Art, Architecture
Biochemistry, Public Health, Biology
Individual Studies, Mathematics

http://www.washington.edu/students/reg/depttools/tsupdate/major.php
5

What do you think are the major influences on a child’s development?

Early Childhood & Family Studies is
The study of how to facilitate optimal child development and become agents for institutional and societal change
Current Issues
Child Development and Early Learning
Family & Community Systems
Risk & Resilience
Mental & Physical Health/Well-being
Teaching & Learning
Global and Diversity Perspectives
Policy & Advocacy

Assignments
Readings, discussions, and exit slips
Area of Interest Assignment
Reflection on Your Childhood Assignment
Service Learning Assignment
Service Learning Presentation

Service Learning
3-4 hours per week/8 weeks
Weekly log starting week 3 of the quarter
Reflection Paper
Final Presentation
End of quarter evaluation

An Overview of Service Learning
http://bit.ly/CCSLprezi
Visit the Carlson Center web site at www.uw.edu/carlson/, and follow the “Browse and register for Service-Learning Positions” link to explore service-learning positions for your class.
Service Learning Log week 3-10 (8 total)

Family Systems

Changing family dynamics/trends in the US

Families as a ‘system’

Attachment

Parenting

programs that aim to improve outcomes in at least one of eight domains: (1) maternal health; (2) child health; (3) positive parenting practices; (4) child development and school readiness; (5) reductions in child maltreatment; (6) family economic self-sufficiency; (7) linkages and referrals to community resources and supports; and (8) reductions in juvenile delinquency, family violence, and crime.
1

Family Diversity is the “new normal”

https://contemporaryfamilies.org/the-new-normal/
2

View of “household arrangements”

https://contemporaryfamilies.org/the-new-normal/
3

Women’s Work-Family Situations

https://contemporaryfamilies.org/the-new-normal/
5

How did we get here…..
Technology reduced the amount of time needed for household tasks
Birth control allowed for timing/number of births
Women’s work moving from home to the market
Increase of women’s independence from family

https://contemporaryfamilies.org/the-new-normal/
6

Paid Parental Leave
Washington State Passes Parental Leave:
http://kuow.org/post/washington-workers-will-get-paid-family-medical-leave-benefits-beginning-2020

7

http://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/
8

Changing notions of the ‘family’

http://www.pewsocialtrends.org/2010/11/18/the-decline-of-marriage-and-rise-of-new-families/2/#ii-overview
9

ww2.faulkner.edu
12

Families as a ‘system’
“interacting units or elements that make up the unified whole” (Thomlison, 2010, p. 2)
A system that experiences various issues and problems within itself and with the systems with which it interacts
During assessment, one considers the complex interplay among these systems

Attachment
By the second half of the first year, babies have become attached to familiar people who respond to their needs.
Attachment is built by satisfying:
Primary drive: hunger
Secondary drive: comfort and security
Harlow’s experiment, 1959
https://www.youtube.com/watch?v=
_O60TYAIgC4

Attachment relationships have four main features.
A sense of security
A safe haven
Proximity maintenance
Separation distress

proximity maintenance. Since children rely on their caregiver for comfort when they feel unsure or threatened, they try to remain close to them. Staying close maximizes the caregiver’s availability to respond to them at all times.
Finally, attachments are characterized by separation distress. This means that toddlers often experience distress and anxiety when an attachment figure leaves.
Behaviors such as separation anxiety begin to subside when the child begins to understand some of the factors that influence a caregiver’s comings and goings around 3 years of age.

15

Bowlby’s Ethological Theory (1969)
The quality of attachment to the caregiver has profound implications for the child’s feelings of security and capacity to form trusting relationships.
Responsiveness
Consistency

Mary Ainsworth
Strange Situation (Ainsworth, 1978)
Strange situation: https://
www.youtube.com/watch?v=QTsewNrHUHU
Security circle: http://www.youtube.com/watch?v=cW2BfxsWguc

ILABS Module on Attachment:
http://modules.ilabs.uw.edu/outreach-modules/
Researchers have identified three broad attachment behaviors that children use.
The behaviors are secure, insecure-avoidant, and insecure-resistant.
A child who is securely attached to their caregiver tends to explore freely when that caregiver is present. When the caregiver leaves, she is upset, and when the caregiver returns she is happy.
A child with an insecure-avoidant attachment style won’t explore as freely as a secure child, and is wary of strangers even when a caregiver is present. When the caregiver leaves, she is often highly distressed, and does not calm easily when the caregiver returns.
A child with an insecure-resistant attachment style does not play freely even when a caregiver is present. When the caregiver leaves, she is not distressed at all, and shows no change in emotion when the caregiver returns.

17

Factors affecting attachment security
Opportunity to establish a close relationship
Quality of care-giving
Baby’s characteristics
Family context
Parents’ internal working models

Temperament
easy-going; slow to warm up; difficult

Thomas, Chess, & Birch, 1968
9 characteristics (high, med, low)
the level and extent of motor activity;
the rhythmicity, or degree of regularity, of functions such as eating, elimination and the cycle of sleeping and wakefulness
the response to a new object or person, in terms of whether the child accepts the new experience or withdraws from it
the adaptability of behavior to changes in the environment
the threshold, or sensitivity, to stimuli
the intensity, or energy level, of responses
the child’s general mood or “disposition”, whether cheerful or given to crying, pleasant or cranky, friendly or unfriendly
the degree of the child’s distractibility from what he is doing
the span of the child’s attention and his persistence in an activity.

141 children
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3 ‘general’ temperaments
The “easy children” (40%)
positiveness in mood, regularity in bodily functions, a low or moderated intensity of reaction, adaptability and positive approach to, rather than withdrawal from, new situations.
quickly establish regular sleeping and feeding schedules, were generally cheerful and adapted quickly to new routines, new food and new people.
As they grew older they learned the rules of new games quickly, participated readily in new activities and adapted easily to school.
The “difficult children” (10%)
irregular in bodily functions, usual intensity in reactions, tendency to withdraw in the face of new stimuli,
relative slowness to adapt to changes in the environment and general negativity in mood
irregular in feeding and sleeping, were slower to accept new foods, took a longer time to adjust to new routines or activities and tended to cry a great deal.
Frustrations usually seemed to send them into violent tantrums
required a high degree of consistency and tolerance in their upbringing.
The “slow to warm up” (15%)
typically had relatively low activity levels, tended to withdraw on their first exposure to new stimuli, were slower to adapt, were somewhat negative in mood and responded to situations with a low intensity of reaction.

https://www.zerotothree.org/resources/211-temperament video
21

Internal working models
using knowledge of the past in responding to the present and future
three main features of the internal working model:
(1) a model of others as being trustworthy,
(2) a model of the self as valuable, and
(3) a model of the self as effective when interacting with others.
Parent-child “fit”

What seems to be universal across cultures…..
All parents nurture and protect their children
Must help children reach similar developmental tasks
wish physical health, social adjustment, educational achievement, and economic security for their children,
nearly all parents regardless of culture seek to lead happy, healthy, fulfilled parenthoods and to rear happy, healthy, fulfilled children.

Bornstein, M. H. (2012). Cultural approaches to parenting. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
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Serve and Return
‘Serve and return’

Serve & Return Interaction Shapes Brain Circuitry

VROOM: http://
developingchild.harvard.edu/resources/vroom
In King County: https://
www.youtube.com/watch?v
=F7oT-8wW18A
Still Face Experiment
https://
www.youtube.com/watch?v=apzXGEbZht0

Parenting ‘styles’, practices
“Every culture is characterized, and distinguished from other cultures, by deep-rooted and widely acknowledged ideas about how one needs to feel, think, and act as a functioning member of the culture.”
…and these beliefs shape how parents care for their children.

Bornstein, M. H. (2012). Cultural approaches to parenting. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
25

Diana Baumrind Style

….the United States, Europe, and other “Western” cultures emphasize autonomy: individual achievement, self-reliance, and self-assertiveness.
The United States was founded on these characteristics, as reflected in the iconic imagery of explorers, frontiersmen, and entrepreneurs.
…. the practice of bronzing a baby’s first pair of shoes symbolizes pride in his or her independent steps, away from the parent.
To raise self-confident, individualistic children, parents offer frequent praise, favor verbal feedback over physical contact, and promote independent behaviors.
Children are encouraged to think critically, question the status quo, and distinguish themselves from others.
Thus, a parenting style emphasizing autonomy is informed by the belief that independence leads to individual adult achievement.
…..other cultures, particularly in Asian, African, and Latin American countries, tend to value interdependence: collective achievement, sharing, and collaboration.
these concepts are thought to originate in agrarian societies in which the community’s survival required pooling limited resources (food, water, and shelter), then distributing them equitably.
These values often are expressed in parental expectations that children obey authority, share their possessions, and place the family’s and community’s needs before their own.
Challenging authority and building self-esteem are less important in cultures that historically depended on collective action to ensure survival.
Cultures that promote interdependence typically have a longer duration of sleeping in close proximity, less emphasis on independent feeding, stricter approaches to obedience, and more respect for elders.

http://pediatrics.aappublications.org/content/131/4/631
Also see here: https://mcclellandinstitute.arizona.edu/sites/mcclellandinstitute.arizona.edu/files/ResearchLink_2.1_Russell_AsianFam
Tiger Mom interview: https://www.youtube.com/watch?v=E_GdZFyIE_Q
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For example, an authoritative parenting style (high warmth, high control) leads to positive outcomes in European American school children, whereas an authoritarian parenting style (low warmth, high control) leads to positive outcomes in African American and Hong Kong Chinese school children (Leung, Lau, & Lam, 1998).

Bornstein, M. H. (2012). Cultural approaches to parenting. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433059/
28

Cross cultural perspectives
Ideas.TED.com
How Cultures Around the World Think About Parenting

How cultures around the world think about parenting

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A Family ‘Map’

http://templates-icio.ru/image.php?id=681146
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Family Map Activity
Small Group Tasks
Each group gets a case
Your group number is your case number
Create family map
Discuss in your groups
What intervention would you suggest?
What strength do you see in your Case Study Family?
One nominated person from each group will man the poster explaining what’s going on while we do a poster walk

Family Support Services
Harvard’s Frontiers in Innovation Program

Intergenerational Mobility Project: Building Adult Capabilities for Family Success

And Early Learning Lab for Home Visiting
programs that aim to improve outcomes in at least one of eight domains:
(1) maternal health; (2) child health; (3) positive parenting practices; (4) child development and school readiness; (5) reductions in child maltreatment; (6) family economic self-sufficiency; (7) linkages and referrals to community resources and supports; and (8) reductions in juvenile delinquency, family violence, and crime.
https://earlylearninglab.org/whats-ahead-early-ed
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