What are the child rearing practices of gypsy?
"The child occupies a central position in the social and cultural world of Gypsies regard-less of group affiliation or national origin. Researchers unanimously praise the care bestowed upon the Gypsy child by all members of the family and the community. This intensive care exists in tandem with distinctive respect for the child's independence: the Gypsy child eats, sleeps, and plays when he wants subject only to the requirement of remaining within sight of family or community members." In contrast to the patterns of industrial culture, "socialisation [of the Gypsy child] is carried on by the group rather than the nuclear family... Children live in a climate of freedom within the extended family, where affective warmth and permissiveness domi-nate. Early on, young children participate in communal life and wish to accede to the status of adult. The feelings of belonging to a family, the way of life that brings together all the family in a very small space, and participation in the parents' professional activities reinforce the wholeness of the group, often opposed to the hostility or the incomprehension of exter-nal society" (Charlemagne, 1983). The Gypsy child lives in a community which supports and reinforces his sense of belonging: he is never alone. And like all members of his family, the Gypsy child lives in a perpetual 'now'. He expresses his moods, his needs, his wants directly; and receives an immediate and attentive response. The Gypsy model is one of immediacy, generosity and mutual assistance. Needs are met as they arise; so too, the Gypsy socio-economic system as a whole (as will be detailed later) is based on cultivating flexibility in order to respond to demands and opportunities as they arise. Both on a physical and emotional level, the Gypsy child's needs are looked after by his immediate family and by the community as a whole. This creates an intense emotional bonding and identification with the group, all the more so as it is surrounded by hostile outsiders. The independence of the Gypsy, child does not contradict the norms and values of the group but conforms to them, placing the child at a distance from the non-Gypsy world, if not directly at odds with it. Moreover, the time the Gypsy child spends in non-Gypsy environments is educational for him; increasing his knowledge of the alien world enables him to make it work more effectively to his advantage.
Is a Prom considered High School extracurricular activity?
In regards to academic probation/disciplinary probation? Yep, sure is, it's a school party. If you mean for class credit, community participation, etc., no
Do you allow your children to participate in Halloween activities? Why or why not?
Halloween is a favorite amongst my family. Once October 1st arrives, the Halloween excitement begins! Even us boring grown ups enjoy the spooky vibe that the day brings.It's the only day of the year that parents allow their children to take candy from strangers but for my children it's never been about that. They enjoy the dressing up, the excitement of being someone or something else for a day. They start planning their costumes for the next year almost immediately after they retire from Trick or Treating. The huge amounts of candy are just an added bonus for them.As a family, we really enjoy haunted houses, hayrides and pumpkin patches. My little humans are very intrigued by “scary things” that a lot of other children shy away from. My 14 year old son has been volunteering at a neighborhood “Haunted Trail” since he was 9 years old, dressing up as a zombie, vampire, and even a scary babydoll on one occasion. My youngest two children love the “Goosebumps” book series, and even Stephen King books and films. Basically, the scarier the better!Halloween season is a time for bonding with my little family. We all look forward to spending time together carving pumpkins, brainstorming on costumes ideas, and decorating with spooky skeletons and giant, furry spiders.Tomorrow is the kick-off of “Halloween month” for us and we all couldn't be more excited!Happy Halloween!
What can parents do to help children reach their potential in school?
Marilyn vos Savant: Is this fabulous, or what?! We finally have a way to communicate with each other about the most important things in our lives--and maybe even the most important things in the world. What we need to do now is to keep it growing, and the good folks who are running this show will see that they've got a vehicle that can change the way the world works. What a ride this is going to be!
Can you explain the Sociocultural Perspective behavior?
It is the theory that one cannot judge a child’s development by a study of the individual. One must take into consideration the external social world where the individual has developed Participation in activities that require both positive social skills and communication help develop the child. Children learn through past events in their life and how society surrounding them deals with issues. Basically, our behavior is formed and effected by those around us. It is shaped by how our culture views things like communication, society, issues, etc. Studies social norms and customs such as group behavior, social relationships. The concept of helping is often studied under this perspective. Is very relevant to the way people judge others, stereotypes, affects teaching and school systems, justice system, etc. Vygotsky - developed this theory. He specialized in studying developmental psychology, child development, and education.
Why are children’s rights important?
First, let us understand what are “Rights”Generally, rights are a moral or legal entitlement to have or to do something they are meant for intellectual and spiritual development of an Individual and which also have a moral obligation upon him/her.Now, how important are they??Every one of us has the right to live, it does not really mean mere existence, it means living with dignity and having all the basic necessities for survival like for example food, shelter, education, clothing, clean environment and having peaceful standards of life.Many Constitutions in the world has codified some basic rights as their fundamental rights for the betterment of their citizens, similar to that one we have in India.Hence now we can conclude that for every individual to unleash his/her true potential some fundamental rights guaranteed by the law are necessary and it shall be the duty of the state to guarantee Rights to their citizens.In similar to these fundamental rights even children also should have some basic rights to enjoy!!Who is a Child??According to United Nations any individual under the age of 18 is a child, even they have their own basic needs such asRight to get a universal education.Right to get universal health care.Right to have the basic liberty of thoughts and expression.Rights for physical protection from abuse (in any form).Right to an adequate standard of living.These nurtures the all-round development of a child, accordingly many international organisations have recognized child rights and adopted many conventions which are legally binding and enforceable.The United Nations adopted “Convention on the Rights of Child” in 1989 which is the first legally binding instrument.According to the CRC convention, India has ratified it in 1992 and made all children born with the entitlement of basic fundamental rights which includeRight to Survival – to life, health, nutrition, name, nationality.Right to Development – to education, care, leisure, recreation, cultural activities.Right to Protection – from exploitation, abuse, neglect.Right to Participation – to expression, information, thought, religion.Children are vulnerable and they cannot have their own autonomy and they are dependent on adults, they should be given special care and protection, hence even their rights should be recognized.Hope it was useful :)
The seven principles of intervention?
Early Intervention Training Model. The seven principles are: The primary goal of EI is to support families in promoting their child's optimal development and to facilitate the child's participation in family and community activities. The focus of EI is to encourage the active participation of families in the therapeutic process by imbedding intervention strategies into family routines. It is the parents who provide the real early intervention by creatively adapting their child care methods to facilitate the development of their child, while balancing the needs of the rest of their family. EI requires a collaborative relationship between families and providers, with equal participation by all those involved in the process. An on-going parent-professional dialogue is needed to develop implement, monitor, and modify therapeutic activities. Intervention must be linked to specific goals that are family-centered, functional, and measurable. Intervention strategies should focus on facilitating social interaction, exploration, and autonomy. Intervention should be integrated into a comprehensive plan that encourages transdisciplinary activities and avoids unnecessary duplication of services. The plan should be built around family routines, with written home activity programs to encourage family participation in therapeutic activities on a daily basis. Intervention should be monitored periodically to assure that the strategies implemented are successful in achieving outcomes. Children and their families in the Early Intervention System deserve to have services of the highest quality possible. High standards will be set for the training and credentialing of administrative and intervention staff. Training, supervision, and technology will be focused to achieve excellence.