Latino Cultural Values in the United States: Understanding their Impact on Toddler Social and Emotional Development

Author(s):  
Ana M. Leon
2013 ◽  
Vol 13 (3) ◽  
pp. 42-46 ◽  
Author(s):  
Jennifer Patico

In the contemporary United States, sugary foods touch nerves and spark debate in many communities—particularly when they are provided to children in institutional contexts. Drawing on ethnographic research in an Atlanta, GA charter school, this article examines parent perspectives on the food choices that should be provided to children and the (un)desirability of vending machines at school. Parents' concerns about packaged honey buns and other contested foods express broader concerns about children's social and emotional development, their physical and psychological fitness for life in a market-saturated society, and nagging uncertainty about how parents and other adults may best nurture these.


PEDIATRICS ◽  
1970 ◽  
Vol 45 (3) ◽  
pp. 449-455
Author(s):  
John T. Herrin ◽  
John D. Crawford

Burns are the third most important cause of accidental death in childhood, outranked only by automobile casualties and drownings1. In the United States 12,000 deaths occur annually, but over the same period 2,000,000 patients are hospitalized for burns2. Among these, a very large numher of children must undergo prolonged, painful, and restrictive hospitalization from which they emerge with scars to both body and personality profoundly affecting their social and emotional development. The tragedy is that the great majority of burn injuries are preventable. In the toddler stage the most common accident occurs when the youngster reaches up and pulls on a pot handle at the front of the stove, resulting in a scald of the extended arm, shoulder, and chest. With the advent of summer, burns from the outdoor barbecue become epidemic. These are flash flame burns of face, hands, arms, and chest, usually in boys, that follow explosive ignition of the outdoor fire on which the victim has poured gasoline, kerosene, or other highly flammable starter fluid. The pant-leg burn is prevalent during the autumn when the burning of leaves is common. At all seasons one encounters burns, principally of the chest when the loose, frilly nightdresses of young girls ignite from too close proximity with the open fire, gas range, or candelabrum. Mandatory treatment of cloth with fire retardants could greatly reduce the incidence of these injuries at a negligible cost. As early as possible children should be taught never to run should their clothing ignite but rather to fall to the ground and smother the fire by rolling.


2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos

Author(s):  
Penny Richards ◽  
Susan Burch

The factors driving research into disability history methodology in its practical dimensions (such as finding and analyzing sources and presenting findings), the cultural values that inform it, and who populates intended audiences all contribute to the invisible infrastructure of historical production. When historians of disability access a rich source of data, they also must ask who created it, who benefited from its preservation, and whose stories are left untold. Sharing knowledge—through preservation and dissemination—equally shapes disability historical work. In all of this, access and accessibility—from built spaces and source types to research aids and scholarly products—remain paramount. Ways to proceed with sensitivity and creativity in the exploration of disabled peoples’ and disability’s pasts are presented from the perspective of the United States.


2021 ◽  
Vol 102 (5) ◽  
pp. 61-62
Author(s):  
Maria Ferguson

As the United States has begun to make the transition from one presidential administration to the next, organizations with an interest in education have weighed in on what they think the Biden administration should focus on. Maria Ferguson shares recommendations from the Center for American Progress, AASA: The School Superintendents Association, Organizations Concerned About Rural Education, and advocates for social and emotional learning.


Author(s):  
Manjul Gupta ◽  
Carlos M. Parra ◽  
Denis Dennehy

AbstractOne realm of AI, recommender systems have attracted significant research attention due to concerns about its devastating effects to society’s most vulnerable and marginalised communities. Both media press and academic literature provide compelling evidence that AI-based recommendations help to perpetuate and exacerbate racial and gender biases. Yet, there is limited knowledge about the extent to which individuals might question AI-based recommendations when perceived as biased. To address this gap in knowledge, we investigate the effects of espoused national cultural values on AI questionability, by examining how individuals might question AI-based recommendations due to perceived racial or gender bias. Data collected from 387 survey respondents in the United States indicate that individuals with espoused national cultural values associated to collectivism, masculinity and uncertainty avoidance are more likely to question biased AI-based recommendations. This study advances understanding of how cultural values affect AI questionability due to perceived bias and it contributes to current academic discourse about the need to hold AI accountable.


2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.


AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.


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