Week 6: Wrapping UpYou have been studying the ways that family, school, and community—d efined both narrowly and broadly—i nterrelate to influence the development of children. Your textbook terms this socialization—i.e., a reciprocal, dynamic process “by which individuals acquire the knowledge, skills, and character traits that enable them to participate as effective members of groups and society” (Berns, 2013, p. 6). As you take this time to reflect on what you have learned in the course, consider the agents of socialization that you have studied and how they are inextricably linked. Ask yourself: How has this study of human ecology underscored the vital importance of early childhood professionals—t he role that you are working to attain?Learning ObjectivesStudents will:Reflect on and synthesize learning with regard to the influence of families, schools, and communities on the socialization of young childrenReflectionBased on what you have learned throughout the past 5 weeks, summarize:At least two insights you have gained with regard to the impact of parents, families, early childhood care and education, and community on children’s developmentHow the information you learned and evaluated in developing one of your Action Plans will impact the way you view and support the children and families with whom you workYour thinking with regard to the relationship between the role of a child and family advocate and that of an early childhood professionalAssignment length: Approximately 1–2 pagesBy Day 7Of this week, submit this assignmentO.Submission and Grading InformationTo submit your completed Assignment for review and grading, do the following:Please save your Assignment using the naming convention “WK6Assgn+last name+first initial.(extension)” as the name.Click the Week 6 Assignment Rubric to review the Grading Criteria for the Assignment.Click the Week 6 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK6Assgn+last name+first initial.(extension)” and click Open.If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.Click on the Submit button to complete your submission.Grading CriteriaTo access your rubric:Week 6 Assignment RubricCheck Your Assignment Draft for AuthenticityTo check your Assignment draft for authenticity:Submit your Week 6 Assignment draft and review the originality report.Submit Your Assignment by Day 7To submit your Assignment:Week 6 AssignmentWeek in ReviewThis Week you reflected on what you have learned in this course with regard to the influence of families, schools, and communities on the socialization of young children.Congratulations! After you have finished the Reflection this week, you have completed the course. Please submit your Course Evaluation by Day 7.
Running head:ADVOCATING FOR CHILDREN LIVING IN POVERTY IN ALABAMA
Advocating for Children Living in Poverty in Alabama State
Tia Weaver
ADVOCATING FOR CHILDREN LIVING IN POVERTY IN ALABAMA
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Advocating for Children Living in Poverty in Alabama State
Identification of the Issue
Poverty affects many children who live in various states across the United States. It
affects children on their educational achievement due to hunger and homelessness. In Alabama
State, 27% of children come from low-income families (Annie, nd). Such children are not able to
succeed in their education as poverty adversely affects their level of concentration and memory,
which are essential in learning. Also, poverty affects the children’s cognitive development and
chronic illness, which extend into adulthood. As a result, such children will have a shortened life
expectancy. Also, children can develop malnutrition due to poor health diets. To the families,
poverty can lead to divorce, which can increase the percentage of single parents. Divorce also
can lead to an increase in street children and number of children in the orphanage. In the
community at large, poverty can lead to corruption, criminal activities, and lack of happiness,
weak families, poor ethics and inadequate health facilities, among others. These factors affect the
community adversely hence making the society not to be an excellent place to live in.
Advocacy strategies to address poverty among children
Meeting with local agency staff and affected families to discuss the issue
In addressing poverty, I will ensure that I meet with the local agency staff like the state
minister for children’s rights (Ounce of Prevention Fund, 2017). This will ensure that all
children’s needs are met to ensure that they get all they require as children. Some of the children
suffer from poverty due to oppression. The state minister will ensure that all oppressed children
are given their rights. Also, the minister will ensure that any discrimination against children is
ADVOCATING FOR CHILDREN LIVING IN POVERTY IN ALABAMA
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removed to make children enjoy their rights. I will also plan and meet the affected families and
educate them on their rights.
Participating in forums where decisions are made
I will ensure that I participate in activities in public opinions which are collected in the
public platforms to ensure that I suggest ways that can help in stumping out poverty in the
society. If I get a chance to be elected in the departments that deals with controlling the poverty
level, I will use the opportunity of fighting for children who come from low-income families.
Providing reliable information about poverty and how it affects children families and society
I will ensure that I provide specific details on the effects of poverty in children and
society at large in the public platforms. This will send the information to the relevant authorities
and the state at large to address the issue.
Potentials impacts of each strategy on children and families in Alabama
Meeting with local agency staff and affected families to discuss the issue will enable the
problem affecting the children to be known to the agency and relevant authorities (Ounce of
Prevention Fund, 2017). It will remove discrimination in society and ensure that there is no
oppression. Also, discussing with affected families will help them address how they need to be
promoted to come out of poverty. Secondly, participating in forums where decisions are made
will make children’s need to be adequately addressed. I will act as the channel which children
and families use to help their poverty issues know to the state. Lastly, providing reliable
information about children and families affected with poverty will make the government know
the exact number of families affected and what help can be given to each family.
ADVOCATING FOR CHILDREN LIVING IN POVERTY IN ALABAMA
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References
Annie. E. C. (nd). Children in low-income working families by age group in Alabama. Kids
Count Data Center. Retrieved from https://datacenter.kidscount.org/data/tables/5048children-in-low-income-working-families-by-age
Ounce of Prevention Fund. (2017). Early Childhood Advocacy Toolkit. Retrieved from
https://www.theounce.org/wpcontent/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.
pdf
Running Head: EFFECT OF DIVORCE ON CHILDREN
Effect of Divorce on Children
Tia Weaver
1
EFFECT OF DIVORCE ON CHILDREN
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Effects of Divorce on Children
Divorce can have adverse effects on both parents and children. However, children are the
most affected because, after a divorce, they do not get to see both of their parents as frequently as
they used to. Generally, after a divorce, one of the parents take custody of the children while the
other is left alone. If there were bonds between the children and the parent that has been denied
custody, then the parent will suffer psychologically for a few weeks or months (Sesame Street in
Communities, 2016). The children, however, will suffer the most because due to their age, they
may not have learned how to deal with emotions caused by such things as break up of parents or
going for too long without seeing both parents. Some jurisdictions, however, grant access of
children to both parents after a divorce. This arrangement is good for both parents and children
because it gives them all the opportunity to see each other even if the parents may have
remarried and started new families. Other jurisdictions enable parents to arrange for co-parenting
where the children spend time with both their parents.
Parents need to know that children of different ages react differently to divorce. Infants
thrive on the trust of parents. The trust helps them to build relationships with the parents, which
allows them to create a bond with all the people who take care of it. Such children will lose
appetite and develop irregular eating habits. Improper eating habits can severely affect the health
of an infant (Divorce Source, n.d.). They also get upset stomach frequently. A parent should get
the help of friends and family like the infant’s siblings. Getting help from other people ensures
that the infant forms bonds with many people so that it is not affected in the event of tension
between the parents. He or she can also maintain a normal working routine so that the infant is
least affected. Parents undergoing a divorce can also provide the infant with toys that they play
with most of the time to eliminate their insecurity (Divorce Source, n.d.).
EFFECT OF DIVORCE ON CHILDREN
3
Children begin to develop personalities when they are toddlers. They discover that they
are not the same physical entity as their parents but are different. They start to communicate a lot
and begin to explore their environment. Toddlers also sense tension and the stress that divorce
brings along. Toddlers will develop irregular habits, have difficulties sleeping and crave more
attention than usual (Divorce Source, n.d.). They will also increase the frequency of crying and
may also experience anger in themselves but not understand it. To solve the problems that the
toddlers may face as a result of the divorced parents can seek the help of friends by letting them
spend some time with toddlers. This will help the toddler to develop new relationships. Another
remedy is to refrain from displaying tension and anger in front of the toddler. A parent should
also be more nurturing during the divorce (Divorce Source, n.d.). The parents should continue
with normal routine so that the toddler does not discover the ongoing tension or the magnitude of
the tension.
Preschoolers have more cognitive abilities than toddlers and infants, but they still do not
understand the complexities of divorce. They usually want to see their parents together and may
feel responsible for the separation after the divorce. Children will follow what they see their
parents doing. If they adjust positively after the divorce, then the preschoolers will also follow
suit and adapt positively (Divorce Source, n.d.). Children at this age will develop unpleasant
ideas, nightmares, keep anger inside, and be uncertain about the future. To remedy the effects of
divorce on preschoolers, parents can arrange and ensure visitations. Parents should also ensure
the children of their safety, encourage the children to talk and set aside some time for them every
day (Divorce Source, n.d.). Parents can also read the books of their favourite stories.
EFFECT OF DIVORCE ON CHILDREN
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References
Divorce Source. (n.d.). Children & Divorce: Birth to 18 Months (Infants) – Divorce Source.
Retrieved from https://www.divorcesource.com/ds/children/birth-to-18-months-infants-229.shtml
Divorce Source. (n.d.). Children & Divorce: 18 Months to 3 Years (Toddlers) – Divorce Source.
Retrieved from https://www.divorcesource.com/ds/children/18-months-to-3-yearstoddlers–230.shtml
Divorce Source. (n.d.). Children & Divorce: 3 to 5 years (Preschoolers) – Divorce Source.
Retrieved from https://www.divorcesource.com/ds/children/3-to-5-years-preschoolers-231.shtml
Sesame Street In Communities. (2016, November 8). Divorce. Retrieved from

Running head: CHILDREN AND FAMILY LOSS
Supporting Young Children through a Family Loss
Tia Weaver
Walden University
1/19/20
Supporting Young Children through a Family Loss
1
CHILDREN AND FAMILY LOSS
2
Part I: Supporting an Infant
Developmental Information; Feelings or Understanding about Family Death and Response
to a Family Death
Every child is considered unique in their understanding of death and also in how they
respond to grief. That understanding is considered to be influenced by their age and level of
development. At infancy, to around two years of age, they lack the cognitive capability to
decipher the notion of death. They are more aware of the loss or separation; however, they react
based on the behavior and emotional expressions of the adults that are with them and the changes
that come along with adopting to the change (HRRV, n.d). The infant will possibly respond by
being anxious or by searching for the deceased (SCH, 2020). They would, therefore, become
irritable, cry constantly, or alter their sleeping or feeding habits.
Professional Advice for Helping the Infant through a Family Loss
The family should try and keep everything as intact as possible. Having a routine will act
as a protective force to help the toddlers by shielding them amid the disruptions. Separations
should be avoided as much as possible, and additional physical attention mainly towards the
child’s comfort should be prioritized to allow for a sense of security.
Part II: Supporting a Toddler
Developmental Information; Feelings or Understanding about Family Death
Toddlers of around two to four years often are unaware of the concept of forever not
being able to see the deceased. When they are informed that grandma will not be back forever, a
few hours later. At their age, they are unable to visualize death as being separate from life or
whether it is something that can affect them.
Response to a Family Death
CHILDREN AND FAMILY LOSS
3
Children at this age respond to the death of a loved one by in a brief and intense manner
based on their present-orientation. The concern they will show will be trying to adjust to the
separation and possible altered pattern (HRRV, n.d). They will tend to show a heightened sense
of anxiety based on separation and rejection, considering that they are unable to use their
imagination to have control over what may be happening. Also, they would respond to the
emotional reactions of their parents or other adults in their environment. Sensing that the parents
or guardians are sad, they will throw tantrums, be worried and sad (SCH, 2020). Their response
would include grief, confusion, being agitated, withdrawal, temper tantrums, among others.
Professional Advice for Helping the Toddler through a Family Loss
Parents could assist toddlers the loss of a family member by coming up with concrete and
specific explanations on the physical realities that come with death. Giving clear messages is
vital; however, it should be relayed in a softened manner with an understanding that their
knowledge may last for a long time. Toddlers do not normally understand death; however, they
sense what the caregivers experience. It is, therefore, crucial for the adults to take care of
themselves and allow for a period of grieving (HealthyChildren, 2015).
Part III: Supporting a Preschooler
Developmental Information; Feelings or Understanding about Family Death
For children at this stage, death is viewed as something that may be both temporary and
reversible. At this stage, they have the feeling that everything revolves around them and so they
may feel sad believing that their negative emotions and thoughts may have led to the death of the
loved one. Despite being exposed to death in various discussions in school or through the media,
they still see it as an avoidable issue.
Response to a Family Death
CHILDREN AND FAMILY LOSS
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Response by a child at this age will include looking for the deceased or repetitively
inquiring about various issues that touch on death, such as what happens when someone dies.
They may also model their feelings after those of the adults who could also not sure of how they
are to respond to the news. Children at this age may regress to get more attention and to be
provided with more care, and would also fear that other loved ones may leave them too and so
could end up being fearful (SCH, 2020).
Ideas or Activities the Family Can Assist the Preschooler through Loss of a Loved One
Playing a game where the adult disappears and reappears after some time will slowly
help them understand the concept of death. The parents to the toddlers should be prepared to
answer many questions (HRRV, n.d). It is, therefore, advisable that they should continue giving
clear messages. Concrete and specific explanations on the physical reality of death may be used
on top or in place of religious answers (HealthyChildren, 2015). Play is also another way of the
children expressing their feelings, and parents or guardians should always remain alert to what
kids may be trying to convey.
References
HealthyChildren. (2015). How Children Understand Death & What You Should Say,
HealthyChildren.Org. Retrieved from https://www.healthychildren.org/English/healthy-
CHILDREN AND FAMILY LOSS
living/emotional-wellness/Building-Resilience/Pages/How-Children-Understand-DeathWhat-You-Should-Say.aspx
HRRV (n.d). Children’s Understanding of Death: Developmental Guidelines, Hospice Red
River Valley. Retrieved from https://www.hrrv.org/patients-caregivers/griefsupport/childrens-understanding-death-developmental-guidelines/
SCH (2020). A Child’s Concept of Death, Stanford Children’s Health. Retrieved from
https://www.stanfordchildrens.org/en/topic/default?id=a-childs-concept-of-death-90P03044
5
Outline
Supporting Young Children through a Family Loss
I.
Part I: Supporting an Infant
•
Developmental Information; Feelings or Understanding about Family Death
•
Response to a Family Death
•
Professional Advice for Helping the Infant through a Family Loss
II.
Part II: Supporting a Toddler
•
Developmental Information; Feelings or Understanding about Family Death
•
Response to a Family Death
•
Professional Advice for Helping the Toddler through a Family Loss
III.
IV.
Part III: Supporting a Preschooler
•
Developmental Information; Feelings or Understanding about Family Death
•
Response to a Family Death
•
Ideas or Activities the Family Can Help the Preschooler through a Family Loss
References