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Children, Family and Community > CFC EXAM STUDY > Flashcards

CFC EXAM STUDY Flashcards

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Sight Words (Ages 4-6) flashcards UMT for Kids flashcards
1
Q

Bronfenbrenner

A

MICROSYSTEM: immediate environment
e,g. family, school, peer groups

MESOSYSTEM: the connection between immediate environments
e.g. relation between a child’s home and school

EXOSYSTEM: external environmental settings, which only indirectly effect development
e.g. parent gets a new job, and is home less

MACROSYSTEM: larger cultural context, attitudes and ideologies of the culture
e.g. national economy, culture’s ideologies, political culture

CHRONOSYSTEM: based on time. Patterning of environmental events and transitions over the course of life as well as socio-historical circumstances

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2
Q

Principle of Equity

A

Fair treatment of all people and provision of equal opportunities for them in their endeavours
e.g. provision of ramps, equal access to health care

MAINTAINED THROUGH

  • Section 23 of Disability Discrimination Act
  • Closing the Gap
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3
Q

Principle of Diversity

A

Demonstrated tolerance, respect and acceptance of differences. Rather than managing differences and unique circumstances, diversity should be appreciated
e.g. food choices to accommodate different dietary requirements

MAINTAINING THROUGH

  • Public Services Act 1999
    - -> requires government programs to have workplace diversity programs
  • Racial Discrimination Act 1975
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4
Q

Principle of Human Rights

A

Human rights are inherent to all human beings, whatever our nationality, place of residence, sex, etc. We are all entitled to our human rights without discrimination.
e.g. best interest of the child, non-discrimination of all people

MAINTAINED THROUGH

  • Family Law Act 1975
    - -> best interests of the child
  • Rights
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5
Q

Human Rights

A

Are the basic freedoms and protections that individuals are entitles to regardless of their gender, race, ethnicity etc.

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6
Q

Universal Declaration of Human Rights

A

PURPOSE

  • advocate international peace and security
  • sets out fundamental rights to be protected
  • cornerstone of international human rights law
  • provides framework in which all HR are universally experienced

HOW IT PROTECTS HUMAN RIGHTS
Countries choose to sign up to treaty and be bound by the laws
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\ /
Countries then pledge to make the rights a reality in their country
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\ /
The country must make these rights part of both national law and national policies

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7
Q

How HR are protected in Australia

A 
Australia's Constitution:
- right to vote
- trial by jury
Anti-discrimination Law
- Age, race, disability, sex discrimination acts
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8
Q

Protection of Children’s rights in Australia

A

Family law Act 1975
- ‘best interest of child’
Disability Discrimination Act 1992
Child Employment regulation
- have to be 13 and have written permission from an adult
Children and Community Services Act - mandatory reporting
- legal requirement for teachers, doctors, nurses to report suspected abuse

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9
Q

Australian Human Rights Framework

A

REAFFIRM
- government reaffirms commitment to promoting awareness and understanding of human rights
EDUCATE
- government enhances support for human rights education across the community, including schools
ENGAGE
- government continues to engage with the international community to improve protection and promotion of human rights in Australia and around the world
PROTECT
- improve human rights protections including greater parliamentary scrutiny
RESPECT
- achieve greater respect for human rights principles withing the community

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10
Q

8 Millennium Development Goals (MDG)

A
  1. Eradicate extreme poverty and hunger
  2. Achieve universal primary education
  3. Promote gender equality and empower women
  4. Reduce child mortality
  5. Improve maternal health
  6. Combat HIV/AIDs, malaria and other diseases
  7. Ensure environmental sustainability
  8. Development of a global partnership for development
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11
Q

MDG Final Report

A
  • People living in extreme poverty has more than halved
  • Proportion of undernourished people in developing regions has fallen by almost half
  • Primary school enrolment rates has reached 91%
  • Gain have been made in fighting HIV/AIDs, malaria and tuberculosis
  • Under 5 mortality rate has declined by more than half
  • Maternal mortality is down 45%
  • Halved population of people lacking access to improved sources of water
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12
Q

Millennium Villages

A

Simple Solutions like providing:
- high-yield seeds
- fertilisers
- materials to build school rooms and clinics
- medicines
- drinking well
are effectively combating extreme poverty and nourishing communities

Improving science technology:

  • agroforestry
  • antiretrovital drugs
  • remote sensing and geographic information systems enriches this progress
  • insecticides treated bed nests
  • the internet
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13
Q

Caritas Australia

A

Caritas Australia has programs in place in over 30 developing countries. Programs help break the chain of poverty and injustice. they are a beacon of hope for women, men and children in marginalised communities

  • Developing access to safe drinking water and adequate sanitation
  • working with communities to provide health education
  • providing education programs
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14
Q

Globalisation

A

The act of globalising, or extending to other parts of the world
- worldwide integration and development

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15
Q

Social Change

A

Can come from various forces both inside and outside a community, yet globalisation is one thing that seem to be able to influence the culture of even the most isolated groups of people, especially through the mediums of television and the internet

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16
Q

Culture

A

The customary beliefs, social forms and material traits of a racial, religious or social group

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17
Q

Yipuk Eskimo Village, Alaska

A

GLOBALISATION:
Internet and television
- Younger generations more interested in Western culture than learning the Yipuk language and traditions

LANGUAGE
Culture of the eskimos is struggling to survive due to the Western influences through television and the internet on the younger generations

IMPACT ON GROWTH AND DEVELOPMENT
Social:
- loss of language and culture compromises social bonds between the community and individual
Emotional:
- the isolation, loss of language and environmental impact due to global warming is causing an increase in depression and suicide rates among the community
Physical:
- the decrease in fishing and hunting yields cause a decrease in food and health
Spiritual:
- erosion of spiritual values amongst younger generations due to western influences
Cognitive:
- limited access to education and jobs

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18
Q

Closing the Gap

A

A strategy that aims to reduce indigenous disadvantage with respect to life expectancy, child mortality, access to early childhood education, education achievement and employment outcomes.

ISSUES FOR THE POPULATION
Health:
- ear (genetic), smoking (lifestyle) and alcohol (cultural)
Housing:
- finding appropriate housing to suit needs
–> struggle between urban and natural dwellings
Education:
- limited access to education
–> some scholarships
–> female education limited

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19
Q

Society

A

A community, nation, or broad grouping of people having common traditions, institutions, and collective activity and interests

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20
Q

Values

A

broad preferences concerning appropriate courses of action or outcomes. values reflect a person’s sense of right and wrong and tend to influence attitudes and behaviour

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21
Q

Attitudes

A

an organisation of beliefs, feelings and behavioural tendencies towards socially significant objects, groups, events or symbols

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22
Q

Influences leading to change of societal values and beliefs:

A
  • Social roles and social norms
  • UN sustainable development goals
  • campaigns such as reduce, reuse, recycle
  • globalisation
  • social cohesion factors
  • political, economic, social, environmental and biological factors are indicators of change
23
Q

Family Changes

A 
Pre-modern
- god
-divine intervention
- fate
- extended family
    > large family networks
    > common economic position
    > farm network

Modern Industrial

  • move to work
  • dominant structure
  • urbanisation
  • enlightenment
  • dominant structure
  • nuclear family

Post-Industrial

  • computers
  • digitisation
  • globalisation
  • choice
  • diversity
  • increase in single person households
24
Q

Role and Function of Family - 1960

A 
- Stated by Murdock
    > marriage only sexual
    > reproductive
    > economic
- conformity
- sexism
- female roles: support their husbands and cater to the family
- the establishment: about 'who you know'
25
Q

Role and Function of Family - 1960

A
  • anti-establishment movement
  • liberation:
    > feminist movement
    > equal opportunity employment
    > gay rights
    > peace and love
26
Q

Social Cohesion

A

A set of characeristics that keep a group able to function as a unit

27
Q

Factors Influencing Social Cohesion

A

PURPOSE
Goals of the group
Cohesion can be determined by how closely the purpose of the group matches the motivations and talents of its members
MAGNETISM
A quality that makes someone able to attract or hold interests of other people
SOCIAL NORMS
Are standards of behaviour and apply to the function individuals have in the group. This can include dress code and standard of conduct. This can tend to keep a group of people working together as long as the norms are uniformly enforced

28
Q

Sustainable Society

A

A society that considers well-being from the perspectives of the people in it, the environment they are in and the economy they are interacting with now and in the future

29
Q

Five Capital Model

A

NATURAL:
The quality and productivity of the natural environment, resources, and processes
INFRASTRUCTURE (MANUFACTURED)
Quality of housing, accessible transport, medical and welfare services, food distribution systems, communication infrastructure. Materials, goods and fixed assets
FINANCIAL
Access to liquidity, fair wages, shares, bonds and bank notes
SOCIAL CAPITAL
The web of voluntary organisation like trade unions, clubs and societies, play groups, schools. Landcare groups and so on. Institutions that basically maintain human capital
INDIVIDUAL (HUMAN)
The life skills, social skills and technical skills that give people the self-efficiency to lead autonomous lives. Also health, knowledge and motivation.

30
Q

6 Principles of Community Development

A
  1. Sustainability
    - configuring communities so that society are able to meet their needs and express their greatest potential in the present while planning and acting for the ability to maintain these ideals in the long term
    DIVERSITY
    - quality of being different
    HUMAN RIGHTS
    - basic human rights and freedoms to which all human are entitled
    SOCIAL JUSTICE
    - government responsibility to ensure a basic quality of life for all its citizens
    ADDRESSING DISADVANTAGE
    - responsibility of governments, policy makers, treasury and the United Nations
    VALUING LOCAL KNOWLEDGE, CULTURAL SKILLS AND RESOURCES
    - all communities have an already existing real and potential skills and resources
31
Q

Triple Bottom Line

A

ECONOMIC
- profit is a function of both a healthy sales stream, which needs a high focus on customer
- ability to generate profits, whilst considering people
SOCIAL
- can be viewed in three dimensions - the organisation needs, the personal needs and the community issues associated with supplying future people into the business
ENVIRONMENT
- planet can be divided into a multitude of subdivisions
e.g. reduce, reuse, recycle, and minimise environmental impact

32
Q

Features of a Sustainable Society

A

PROTECTING AND ENHANCING THE ENVIRONMENT
- energy, water and natural resources efficiently
- minimise waste
- protect nature
MEETING SOCIAL NEEDS
- protect human rights through safe, clean and pleasant environment
- access to food, water, housing and fuel at a reasonable lost
- empower all sections of the community
PROMOTING ECONOMIC SUCCESS
- access to work without damage to local, national or global environment
- make opportunities for culture, leisure and recreation readily available to all

33
Q

Amish and Features of a Sustainable Society

A

SUSTAINABILITY

  • mainly rely on natural resources
  • don’t use pesticides
  • live simply with minimal unnecessary waste

DIVERSITY

  • minimal diversity, all amish
  • accept tourists and the business they provide

HUMAN RIGHTS

  • live freely
  • by their religion

SOCIAL JUSTICE

  • don’t have much to do with the police
  • issues within the community are dealt with by elders and their church

ADDRESSING DISADVANTAGE

  • closed off from the rest of society
  • doesn’t allow for change

VALUING LOCAL KNOWLEDGE, CULTURAL SKILLS AND RESOURCES
- values knowledge of the church and those within the community

34
Q

Self-Management Skills

A

FLEXIBILITY
Allow for anything that may change and altering work that has already been completed
SELF-APPRAISAL
reviewing work in an honest manner, and estimating abilities
MANAGING TIME
looking at time allocations and balancing requirements and working out how much time it will take
GOAL SETTING
View what must be done and how it can be done
COMMITMENT
Requires the determination to complete what has been started
MONITORING REFLECTION
Involves viewing what has been completed and what is still to be completed

35
Q

Communities

A
  • Common ground
  • satisfy needs and wants through activities with other people

REASONS
Geographic - can provide physical, social, climatic, environment suitable for a community
Interest Based - formed on the basis of religion, culture, leisure, friendship
Purpose Build - e.g. Canberra > political capital

36
Q

Community Networks

A 
LOCAL
- family
- friends
- neighbours
- local doctors
- child care centres
STATE
- carers' association
- ethnic communities council
- kids safe
- nagala
- play group australia
NATIONAL
- Australian Red Cross
Centrelink
- Kids Helpline
- Oxfam Australia
GLOBAL
- International Red Cross
- Save the Children
- United Nations
- World Health Organisation
- World Vision
37
Q

5 Capital Model

A

MANUFACTURED

  • producing products which beneficial factors out way the negative outlets
  • quality of housing, accessible transport, food distribution systems

SOCIAL

  • the web of voluntary organisations which maintain human capitals
  • voluntary groups, clubs/societies, playgroups

NATURAL

  • the quality and productivity of the natural environment
  • renewable and nonrenewable
  • processes climate regulation

FINANCIAL

  • access to the funds/liquidity
  • fair wages, shares, bonds/bank notes

HUMAN

  • Social and technical skills which give people the self efficiency to lead independent lives
  • live skills, knowledge, health
38
Q

Global Issues

A 
POLLUTION
Trends
- recycling bins
- more public bins
- community rubbish pick up events
SDGs
- Goal 11: make cities inclusive, safe, resilient and sustainable
- Goal 6: ensure to water and sanitation for all
GLOBAL WARMING
Trends
- renewable energy
SDGs
- Goal 13: take urgent action to combat climate change and its impact
GLOBALISATION
Trends
- Butan
- Yupik
SDG
- Goal 7
39
Q

5 Capital Model (curitiba)

A 
NATURAL
Quality/productivity of natural environment
- large parks
- goats mowing lawns
- veggies in exchange for rubbish

MANUFACTURED
Producing products which beneficial factors out way negative ones
- large public transport

FINANCIAL
Access to funds
- household rubbish for fresh veggies and fruit

HUMAN
Social and technical skills which give people and self efficiency to lead independent lives
- education programs

SOCIAL
Web of voluntary organisation which maintain human capital
- schools > education
- government

40
Q

6 Principles of Community Development

City of Vincent

A

SUSTAINABILITY > planning for future

  • planting trees on the roadside
  • recycling bins (3 bins)

DIVERSITY > quality of being different

  • accepting large ranges of people (religion, culture)
  • different church groups

HUMAN RIGHTS > Basic rights and freedom

  • accepts and encourages human rights
  • education, health care, housing

SOCIAL JUSTICE > justice, redistribution of wealth
- community council (local)

ADDRESSING DISADVANTAGE
- groups to support migrants

VALUING LOCAL KNOWLEDGE, CULTURE, SKILLS AND RESOURCES

  • community groups run by community members
  • volunteering
41
Q

Triple Bottom Line (City of Vincent)

A

Community Garden

SOCIAL (PEOPLE) > organisation, personal and community needs associated with supplying future people into business

  • a social gathering place
  • encourage volunteering

ECONOMY (PROFIT) > healthy sales stream, strategy to develop new customers, generate profits while considering people and planet

  • sell veggie, fruit, flowers
  • employment for people running garden

ENVIRONMENT (PLANET) > sustainability

  • restore environment
  • employment for people running garden
42
Q

Social Systems

A

Series of interrelationships existing between individuals, groups, and institutions, forming a whole

43
Q

Family Law Act

A

1975

‘best interests of the child’

44
Q

Racial Discrimination Act

A

1975

45
Q

Sex Discrimination Act

A

1984

46
Q

Age Discrimination Act

A

2004

47
Q

Disability Discrimination Act

A

1992

48
Q

Australia Human Rights Commission Act

A

1986

49
Q

Children and Young People Act

A

1999
Mandatory reporting for doctors, nurses, teachers, police officers, childcare workers at the suspicion of sexual or physical abuse of a minor

50
Q

Working with Children Act

A

2004

checking the criminal record when applying to be able to work with children

51
Q

Equal Opportunity Act

A

1984

52
Q

Piaget

Advantages and Disadvantages

A

ADVANTAGES

  • specific and structured stages
  • generalised and applicable to every child
DISADVANTAGES
- doesn't account for children with:
> disabilities
> different cultural background
> different socio-economic background
> different ethnicity
53
Q

Piaget: social, cultural, environmental, biological

A

SOCIAL

  • less of a social focus and more logical
  • lack of emphasis on social factors and the role of language in development

CULTURAL

  • believed all the stages are universal
  • same sequence of development occurs for children all over the world

ENVIRONMENTAL

  • child establishes a mental map from previous experiences of the environment
  • children actively construct knowledge as they manipulate and explore the world
  • experiences with senses interacting with the environment determines learning

BIOLOGICAL
- children’s development must precede their learning
> procede in milestones of development
- children born with reflexes
- Children have to be ready biologically in order to learn
- develop in stages with specific ages

54
Q

Bronfenbrenner: social, cultural, environmental, biological

A

SOCIAL
- development impacted through interactions in environment
> interaction between micro + meso through school
- child contributes to own development as a result of interactions and relationships in varying environments
- believes social modified characteristics affect relationships
> parents work away (fifo)
- social isolation can lead to lack of friendship or neighbours could affect support, leading to depression
- child contributes to own development as a result of interactions and relationships

CULTURAL
- different ideologies (systems of ideas) and cultures impact on development
> governments view on family benefits
- Macrosystem
> socio-economic status
> ethnicity or race
> living in a developing 3rd world country

ENVIRONMENTAL
- believes the child’s development is affected by surrounding environments
> 5 cities
- based on time - chronosystem
> transitions/ shifts in lifespan
> socio-historical contexts that may influence a persons
- changes in the environment
> moving house or school
- believes children are both products and producers of the environment in a network of interdependent effect

Children, Family and Community (4 decks)

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