Children at Risk- Sphere of Influence Academic Help
I’m working on a Sociology question and need guidance to help me study.
Discontinuity between the family, school, and community spheres of influence can easily create confusion and stress in young children. Ideally, a teacher is able to analyze family situations and identify internal and external environmental factors that may affect the learning outcomes. These spheres of influence can relate to family and cultural backgrounds, politics, economics, and social influences. Should these influences be found to be out of alignment or in disarray, the teacher can often be a conduit for sharing information and bridging the gaps between them.
After reading the “Case Study” about Joshua and Ben, identify resources such as community centers, local agencies, and national agencies that might help support the needs of these children and their families, as well as those that might help you, the teacher, learn more about the cultures of Ben and Joshua.
Based on your research, create a 250-500 word informative handout for each student’s family that includes the following:
- A brief analysis of the misalignment between family, school, and community spheres of influence and the negative effect this misalignment can have on the student’s learning outcomes. Support your analysis with at least two scholarly resources.
- At least 3-5 resources that can assist you in learning more about the cultural backgrounds of Ben and Joshua’s families, and what you hope to learn from each of these resources.
- At least 5-7 resources you believe could assist each family. (Some overlap between resources is expected.) Specify the family needs each resource will support, how the resources offer support or a solution for the student’s learning needs, and what outcomes you would like to see for Joshua and Ben if their families were to access these resources.
Read “Infant Risk Factors Associated with Internalizing, Externalizing, and Co-Occurring Behavior Problems in Young Children,” by Edwards and Hans, from Developmental Psychology (2015).
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