# CTE Resource Center - Verso - Early Childhood, Education, and Services I Task 686890338

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe cultural, family, economic, and environmental factors that may affect a child’s development.

Definition

Description should include
  • results of researching a variety of multicultural environmental factors, parenting styles, and family structures
  • comparing a variety of cultures, parenting styles, and family structures
  • distinguishing the effect of heredity and environment on a child’s development.

Process/Skill Questions

Thinking
  • What methods can be used to assess the cultural and environmental factors affecting the development of children?
  • What are the goals of assessment?
  • What cultural and environmental factors may influence the assessment of a child’s development?
  • What is the expected size of a child’s vocabulary at different ages?
  • When do children start using sentences?
  • At what ages (infant, toddler, preschooler, school age) are certain language and grammar skills developed?
  • What activities promote language development in children?
  • How is language development interconnected with other areas (e.g., physical, cognitive, social, emotional) of child development?
  • What factors influence language development?
Communication
  • What skills are necessary to assess children with different cultural and environmental backgrounds?
  • How are assessment standards and practices communicated to parents and children?
  • How can the results of assessments be conveyed to parents of different cultures, languages, and environments?
Leadership
  • What leadership qualities are required to implement effective assessment methods?
  • What can be done to ensure that cultural and environmental influences are considered when assessing children’s development?
  • What legal and ethical issues are associated with assessment of children’s development?
Management
  • What training and resources are required to implement effective assessment methods?
  • How should the results of assessment be used?
  • How can early childhood professionals incorporate language development into a classroom or curriculum?

Related Standards of Learning

English

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.

History and Social Science

GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Parent Practice

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Check the national website for Skill Events

 

Check the national website for online events

 

Illustrated Talk

 

National Standards for Family and Consumer Sciences Education

4.2.3

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