# CTE Resource Center - Verso - Introduction to Early Childhood, Education, and Services Task 1601165394

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify cultural, religious, family, and environmental factors that affect a child's development.

Definition

Identification should include the following types of factors:

  • Physical/Biological
  • Cognitive
  • Language
  • Cultural
  • Economic
  • Family structure
  • Trauma/Sense of Safety
  • Social-emotional
  • Interactions with adults and peers
  • Addictions

Identification should also include describing the positive and negative effects of these factors.

Process/Skill Questions

Thinking
  • How do cultural, religious, family, and environmental factors affect the dynamics of a program?
  • How can cultural, religious, family, and environmental factors be supported in early childhood education?
  • What approaches could be used to appreciate a child’s culture, religion, family and environment?
  • How can honoring each child’s culture enhance the learning environment for all children in the setting?
  • What activities can be performed in the early childhood education classroom to help children learn about culture and families?
Communication
  • How should individuals exchange thoughts and feelings about different cultures?
  • How can parents, professionals, and children exhibit sensitivity to individual differences?
  • How do teachers help all families realize the cognitive advantages of a child knowing more than one language?
  • What can the school do to provide families with strategies to support, maintain, and preserve home language learning while facilitating the learning of the new language?
Leadership
  • How can one consider others' perspectives before taking an action?
  • How can cooperation be encouraged within a diverse group?
  • How can early childhood professionals engage families in decision making and promote participation in early childhood education programs?
Management
  • What steps can be taken to meet diverse needs?
  • How might background knowledge be used to understand diversity?
  • What steps can be taken to ensure that children are exposed to activities, materials, and experiences that lead to a better understanding of stereotypes?

Related Standards of Learning

English

9.5

The student will read and analyze a variety of nonfiction texts.
  1. Apply knowledge of text features and organizational patterns to understand, analyze, and gain meaning from texts.
  2. Make inferences and draw conclusions based on explicit and implied information using evidence from text as support.
  3. Analyze the author’s qualifications, viewpoint, and impact.
  4. Recognize an author’s intended purpose for writing and identify the main idea.
  5. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  6. Identify characteristics of expository, technical, and persuasive texts.
  7. Identify a position/argument to be confirmed, disproved, or modified.
  8. Evaluate clarity and accuracy of information.
  9. Analyze, organize, and synthesize information in order to solve problems, answer questions, complete a task, or create a product.
  10. Differentiate between fact and opinion and evaluate their impact.
  11. Analyze ideas within and between selections providing textual evidence.
  12. Use the reading strategies to monitor comprehension throughout the reading process.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Families Today

 

Family Ties

 

Meet the Challenge

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Check the national website for Skill Events

 

Check the national website for online events

 

Focus on Children

 

Illustrated Talk

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

4.2.3

Analyze cultural and environmental influences when assessing development of children, youth and adults.

4.3.3

Implement an integrated curriculum that incorporates a learner's language, learning styles, early experiences, and cultural values.

4.5.1

Apply developmentally appropriate and culturally responsive guidelines for behavior.