EWS 360: The Cultures of Childhood
Spring 2005
Instructor: Dr. Aubrey H. Fine
Office: Building 5, room 246
Phone: (909) 869-2799
E-mail: ahfine@csupomona.edu
Office HoursMon: 10:00-11:00 Tuesday 11:50- 2:00 Thursday 7:30-8:00
Introduction
The course is intended to provide students with ways of examining how different cultures
conceptualize childhood, and correspondingly, how they construct the culture, cultural
artifacts and practices for children.
Goals
The goals of this course are to help students:
1.
2.
3.
4.
5.
Identify the way in which different cultures conceptualize childhood in relation to
the norms and values of a particular community.
Identify the ways in which cultural artifacts for children such as toys, books,
films, computer software and television programs reflect and reinforce the
societal agendas of a particular society.
Recognize the ways in which gender roles, social hierarchies, occupational
choices are connected to cultures of childhood.
Identify the ways in which socioeconomic and technological forces shape cultures
of violence and abuse affecting childhood.
Critically assess selected films, commercials, texts and films to identify the subtexts, which support values that a particular community upholds.
Texts
Amazing Grace by Jonathan Kozol;
The Hurried Child Syndrome—David Elkinds
Fathers and Sons: Bridging the Generations by Aubrey Fine
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Course Requirements
1. Midterm exam- 15 %- April 26- week 5
2. Major Course Paper and Presentation (Can be done with a Partner) 25% Final
Completed Papers are due on –May 5th and May 26th Late papers will not be
accepted, unless discussed and agreed upon by Dr. Fine before the due date. To
help in organizing the paper, Sections A &B for either paper is due on May 5th
(20% for paper and 5 for presentation)
The project is a paper and an oral presentation on either a specific culture’s treatment of
childhood or a specific challenge that children face in their lives.
Choice A—Children from Specific
Cultures could be:
1. Latin American-be specific
2. European-Western Europe-Central Europe
3. African
4. Asian-be specific
Sections to be discussed in the paper ( please write the paper in the following sections)
Please note: Cultures Section A & B are due on May 5th
A.
B.
C.
D.
E.
A brief overview of the culture. 3pts
Overview of the socioeconomic/political climate. 3pts
Education. 4 pts
Leisure and activities of daily life 5pts
The culture’s challenges as they pertain to childhood. 5 pts
Choice BAny specific problem that you can identify that globally impacts children (e.g. Divorce,
Poverty, Child Abuse, Drug abuse, Suicide, War, etc).
Sections in the Paper
Please note: Section A & B are due on May 5th
A.- An overview of the challenge (what it is, demographics, the statistics, etc.) 6 pts
B.-The impact of the challenge on children globally- How is the problem the same or
different elsewhere. 4pts
C. Methods to remedy the challenge 5 pts
D. How do we educate others to the solution for the problem 5 pts.
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Oral Presentation will take place on the final week of the class. Each student will be
responsible to present for approximately 12 minutes in length.
Three areas will be evaluated in your oral presentation. The content, cohesiveness and
creativity (AV). Please try and be innovative. Just reading your paper is
discouraged!
3. Service Learning/Mentoring- 5 points
Journal of Experience
As part of this class, all students will take part in a mentoring program at Kingsley Elem.
School in Pomona. The class will be held at the school on Tuesdays. Ample time will be
given for the students to return to CA Poly. From 8:00-8:45 am, the class will meet in the
school’s cafeteria, where all students will interact with elementary school age children.
More specifically, each member of our class will work with 2-3 students, reading and
mentoring them. These experiences should help expose students to some of the
challenges that children experience in their daily lives.
As a requirement for this component of the class, all students will keep a running
journal of their experiences (The Journal will be due on the Final exam day). After the
mentoring experience, the instructor will provide a guided reflection on subjects that
should be incorporated in the journal.
4. Literature - Book Review- 15 points
Students who are using this class as part of their course work for a multiple
subject teaching credential will find that children’s literature is an integral aspect of this
course. During our class lectures during the seventh week of the course, we will be
focusing on methods of how to analyze and critique children’s literature.
While working with young students, all students will incorporate and analyze 3
different literary genres (1. novel, 2. short stories /folk and fairy tales as well as 3. poetry
representing different cultures. Over the duration of the service learning, students should
select at least three types of genres to expose their charges.
As a requirement, the student will keep a written record of the books that they are
introducing to the students. The separate reading journal should include the following
information on each book utilized. Each write-up should be ¾ to a page in length.
A: Identify the literary genre selected
B: Identify the Title and Author
C: Briefly give an overview of the book
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D: Evaluate how well written the book was
E: Provide a written evaluation of the students’ impressions of the readings.
Each student will have the opportunity to share with his or her fellow classmates
the books (during the 8 week of the course) they have utilized and the impressions of the
students they work with.
5.
Class Participation and Community Leadership 10%
The success of any class is partially dependent on the responsibility that students have
regarding their education. To that end, doing the assigned readings, and being
thoroughly familiar with assigned materials, themes and issues allows for active and
informed participation during in-class discussions. Participatory learning is only possible
as students make active contributions to helping their fellow students and engaging in
dialogs with the class community.
Students will prepare a self-evaluation on their classroom participation using the point
system below. You will write a short paragraph on each area and give a point value.
Please note that attendance will be taken in class. More than 2 absences will decrease
your grade by ½ grade per absence (two lates= 1 absence)
Attendance and being on time:
6 pts (any absences will influence this score)
Preparation:
Participation:
2 pts
2 pts
5. Final take home exam 20%
6. Newspaper Portfolio 5%
Students are required to assemble a newspaper portfolio of newspaper articles discussing
current events that relate to children. Articles can be from the current newspaper,
magazines, etc. The purpose of the newspaper briefs is to collect current events. Students
should read the articles and then write a brief summary about the article. Attention should
also be given to your impressions.
Sign up for ASCD DAILLY SMARTBRIEF. You will get daily articles from national
papers about educational issues.
http://www.dailylead.com/ascd/
Subscribe today. There is no charge.
This is an Internet source. You will need regular online Internet access.
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Weekly schedule
1. Class overview (03/29) Understanding the children of the 2000’s (03/31)
Readings- Chapter 2 and Chapter 5 from Fine
2-The psychology of moral and social development (Erikson, Kohlberg and Maslow). (45 and 4-7)
Readings- Go the library and get any Introduction to Psychology book where these 3
theories are explained. If you need help finding references, please see me.
3 –Overview of Mentoring at the school and an Introduction to Children’s literature –
(4/12/ 4/14)
4-Continuation of previous topics and gender issues- 4/19-4/21
5- Book review of Amazing Grace and Hurried Child Syndrome –(4/26-4/28)
6- Mid-term exam (5-3) May 5/5 -Special topic discussions--- health and wellness,
nutrition, child abuse, children at war.
7-Continuation of topics —childhood prostitution. Gangs, (5/12 and 5/14)
8- Self Esteem and children 5/17 – 5/19. -Students will report on their analysis of
children’s literature utilized and discuss how students responded to the books. Papers
are due on May 24th
Readings- Chapter 3- 45-52 and Chapter 4—Fine
9- Children with Special Needs. And Class presentations on individual papers- 5/24
and May 26th
10- Class presentations 5/31/6/2
Take Home Final —Reflection journals from the mentoring experience are due.
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Academic Accommodations:
(1) Any student who feels s/he may need an academic accommodation based on the
impact of a disability should contact me privately to discuss your specific needs. You
may also want to contact the Disabled Student Services office (DSS), which coordinates
the provision of reasonable accommodations for students with documented disabilities.
DSS is located in Building 15, Room 126 (adjoining the library), or you can contact them
by phone at (909) 869-3333. – Source: Disabled Student Services Office
Directions to Kingsley Elementary School
1170 Washington Ave
Pomona, CA 91767
Phone: (909) 397-4608
Fax: (909) 620-3910
*From Cal Poly to School Site
Directions
1. Start at 3801 W TEMPLE AVE, POMONA on W TEMPLE AVE - go < 0.1 mi
2. Turn
on SOUTH CAMPUS DR – go 1.0 mi
to take I-10 EAST towards SAN BERNARDINO FWY/SAN
3. Turn
BERNARDINO - go 0.5 mi
4. Take I-10 EAST - go 3.5 mi
5. Take the TOWNE AVE exit, exit #46B - go 0.2 mi
6. Continue on ramp - go < 0.1 mi
7. Bear
on N TOWNE AVE - go 0.1 mi
8. Turn
on SAN BERNARDINO AVE - go 0.6 mi
9. Turn
on WASHINGTON AVE - go 0.4 mi
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Arrive at 1170 WASHINGTON AVE, POMONA
.
Source— http://maps.yahoo.com/maps
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