Running head: ASSIGNMENT 2: EXPECTATIONS FROM GENDERS1

Assignment 2: Expectations from Genders

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ASSIGNMENT 2: EXPECTATIONS FROM GENDERS2

Representation of the period called childhood has been tailored, in olden times and
culturally, so that the child has not been a source of concern to recent times.
Since the late nineteenth century, the desire for information of the child has progressed,
manifesting in many important studies of different human and social disciplines.
From the case of Brandy a young girl who loves school but got some challenges in
speech which makes her emotional and frustrated. It is however strange that her mother is
not sure of what could be the cause of this kind of behavior. In addition, this girl got quite
some good support from family members and siblings who she gets along well.
She got huge interest in sports but exhibit lying behavior as well. All this behavioral
characteristics emanate from some factors and this case study will help us answer some of
this factors that makes a child behave in different ways.
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(Martin , 2009) brings into perspective how societal environment affects a child

development. He advocates the development as a lasting change in the way in which the
person perceives the surrounding environment and how that relates to it.
The fundamental assertion of the environmental model proposed by ( Martin, 2009)
comes to tell human development, involves the progressive common accommodation
between an active human being, which is under development, on the one hand and on the
other the changing properties of the immediate environments.

He notes that we understand the person not only as an entity over which affects the

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environment, but as an entity in development and dynamics, which is engaging progressively
in the environment and thus influencing also and even reshaping the Middle where you live.
In an effort to further identify syndromes that can alter the development and resilience factors, it
is important to know first how development occurs so that their explanatory theories are
inexcusable reference. These, along with doctors and legislative developments, have made the
ultimate social recognition of childhood development and the importance of the different cultural
contexts in which it occurs. It is imperative to remember the synergy that involves the
development process, as this takes place through the simultaneous and continuous interaction of
different (physical, cognitive, intellectual, emotional, psychological and social) processes. In this
complex network, from a cultural-historical conception of development, it is essential to bear in
mind the existence of mediators who, through their mutual involvement, involved in child
development and learning. Mediators or promoters of development, given its influence in
determining the social and psychological development of children, are particularly important in
cases where it is being altered.
According to Martin (2009) we got some theories or systems that operate in concert to
affect directly and indirectly on child behavior and development.
Micro system: corresponds to the pattern of activities, roles and relationships the developing
person experienced in a particular environment in which it participates.
Mesosystem: understand the interrelationships of two or more settings (micro) in which the
developing person involved (for example, for a child, the relationship between home, school
and neighborhood peer group; for an adult involving family, occupation and societal
existence)

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Exosystem.
regards environments (one or more) own in which the developing person is not included
directly, but in which events occur that affect the that occurs in environments in which the
person if included (for the child, could be the workplace of parents, older brother's class, the
circle of friends of parents, school board proposals, etc. .)

Macrosystem: refers to cultural or ideological frameworks that affect or may affect

transversely lower order systems (micro-, meso-and exo-) and gives these a certain
uniformity in form and content, while some difference from other environments influenced
by other different cultural or ideological frameworks.

From the environmental point of view, the child's development is understood as a process
of progressive differentiation of the Agency's work, its role and interactions it has with the
environment. The importance of interactions and transactions established between the child
and the elements of their environment, starting with parents and peers is highlighted.
According to these ideas, to analyze the development of the child, their behavior cannot be
looked in isolation, or as exclusive product of maturation, but always in relation to the
environment in which the child develops the relationship between the child and parents are
seen as a key factor for the development of the child (Cantwell, 2007).

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It is no doubt today that indeed these aspects must be taken into account in intervention
programs and clearly influencing patterns of interaction between parents and their children
and, therefore, in its development. (Cantwell, 2007).

The environmental system proposed by Martin (2009) is dynamic, rather than static, and the
processes that influence the development are continuous and interactive. The influence of a
simple in either system at any point or time factor can only be predicted by observing the child in
the context of a larger ecological system).
The transactional model assumes a dynamic developmental theory in which there is a
continuous and progressive interaction between the body itself (the child) and their
environment. Thus, according to these environmental or ecological-transactional models of
human development must realize the need to articulate the functional, social, political and
cultural support families of children with disabilities may require developing and fulfilling
their roles as members of a family.
The ultimate goal understands it as taking the child with disabilities and their families to the
highest possible levels of socio integration. It is therefore necessary to understand the complex
network of two-way interactions established between pathological, psychological and sociofamilial child. (Lavatelli, 2011).
Any health professional, educational or social branch punctually performs primary
prevention efforts on children and their families in their daily work. For example, education
professionals who develop programs called "Early Childhood Education" focused at work on

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the family of children not attending school, where educational guidelines and notions of
quality are provided to stimulate accompanying standardized child development. In this
sense, professionals pediatrics or family medicine, from the moment they include notions of
quality in its programs encourage childbirth preparation or follow-up care and healthy child.

We can conclude that the issue of child neglect is not new, neither its existence nor even his
study Moreover, their study leads, throughout the twentieth century, the emergence of different
etiological models to explain risk factors, finally concluding that the child neglect arises from the
combination of a series of family and social individual factors. In response to this statement we
have discovered that the socio-cultural assessments are what determine whether or not a risk for
the child, and therefore the need for professional support.

The school and the family are the two major educational institutions that have children to
build as citizens. Therefore, neither the school nor the one part family can play that role so
isolated and differentiated from each other
As well expressed (Cantwell, 2007).the school is not the only educational context, but the
family and the media play an important educational role. Therefore, schools alone cannot
meet the training needs of the citizens, but that the organization of education systems must
have the cooperation of parents and mothers.

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The schools were created to promote the development of children and provide support and
assistance to families in their great mission, to educate their children. Therefore, both educators
have in common and in their hands the same goal, to educate and train citizens.
Throughout history, the family seemed to have a clear role, was responsible for educating their
children and school, and had the charge of being based on predetermined criteria, a number of
content and knowledge. Between the two, with distinct missions, intended to train citizens
according to what society of the time regarded as the appropriate profile. (Cantwell, 2007).
Over the years, the company was undergoing a series of changes that have significant
impact on the functions family and school, and this makes unavoidable, we meet at a time, which
should define what functions they compete to each, and which must overlap, glimpsing the need
to create space, time and joint actions to with the collaboration of both agents, able to respond to
the characteristics of the formation of citizens peculiarities. (Lavatelli, 2011).
The first and most important socializing agent children, is family. This institution, with the
passage of time has undergone a number of changes in both its structure and its functions. These
changes have been generated, caused by a number of factors produced throughout history, and
analyzed in the present contribution, have a decisive impact not only their functions, but also on
other school -the agents including - the educational process of children. We can therefore
conclude by saying that is necessary to analyze the relation Family-School, as they are the two
major socializing agents responsible for the education of children / as, paying attention to the

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realities in which they are embedded, and trying to meet the demands that each can present.
Ultimately, it is worth remembering both agents directly affect the autonomous capacity and
responsibility of children and, for they may occur, it is necessary that families and schools work
jointly and cooperatively.

Reference:
Cantor, J. H., Spiker, C. C., & Lipsitt, L. P. (2010). Child behavior and development:
Training for diversity. Norwood, N.J: Ablex Pub. Corp
Johnson, R. C., & Medinnus, G. R. (2006). Child psychology: behavior and
development. New York: J. Wiley.
In Cantwell, D. P. (2007). Child behavior and development. New York: SP Medical &
Scientific Books.
.
Lavatelli, C. S., Stendler, F., & Martin, W. E. (2011). Readings in child behavior and
development. New York: Harcourt Brace Jovanovich.
Martin, W. E., & Lavatelli, C. (2009). Child behavior and development. New York:
Harcourt, Brace