Ebook Developmental behavioral pediatrics (4th edition): Part 2
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Ebook Developmental behavioral pediatrics (4th edition): Part 2
Part VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2ird-grade student in an upper middle class public school, gets along very well with all the other children in her class and her teacher. Alice's parents are concerned about her classroom achievement.Her teacher had Alice's older sister as a student and she also wonders at the difference in the two g Ebook Developmental behavioral pediatrics (4th edition): Part 2irls with respect to their academic attainment. Alice's sister consistently mastered every classroom task with little effort and good humor. Alice hasEbook Developmental behavioral pediatrics (4th edition): Part 2
a similar sunny disposition, but her performance usually falls in the lower range of mid-average. Alice's parents, both attorneys, requested a conferPart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2trician and see if there might be a medical reason for Alice's apparent underachievement?* suggested the teacher.On the first day of kindergarten, all children arc potential Rhodes scholars! Even it the child has been attending daycare and preschool for several years, the first day of “real school" Ebook Developmental behavioral pediatrics (4th edition): Part 2is a milestone in every family. The family anticipates sharing the child's care and nurture with teachers and other school personnel. Tills care becomEbook Developmental behavioral pediatrics (4th edition): Part 2
es a combined responsibility. The child must navigate the transition between the primary influence of the home and a larger world with different expecPart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2to the child, the family, and society.In the medical home, pediatricians providing health maintenance for children are often consulted before school entry to help parents decide the “best” school setting or “when" It is best for the child to enter formal schooling. Later, if children do not perform Ebook Developmental behavioral pediatrics (4th edition): Part 2at levels expected by their families or teachers, pediatricians again often arc consulted for recommendations about further formal assessment and schoEbook Developmental behavioral pediatrics (4th edition): Part 2
ol placement. Sometimes, children perform below parental expectations, and sometimestheir achievement clearly exceeds stated thresholds. PediatriciansPart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2s knowledge to the acquisition of academic skills from the early primary through the secondary school years. School achievement is not merely “being smart enough.” Achievement is very dependent on a complex and interwoven system reflecting societal, familial, and child elements (c.g., cognition, tem Ebook Developmental behavioral pediatrics (4th edition): Part 2perament, language, memory, attention, visual-spatial, fine and gross motor). These factors contribute to the child’s ability to acquire information aEbook Developmental behavioral pediatrics (4th edition): Part 2
nd new skills in the school setting. The proficient pediatrician will consider the matrix of societal, familial, and individual elements when trying tPart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2idered as elements in “school achievement.” This discussion examines the factors affecting children to attain academic achievement commensurate with their cognitive level or those affecting children who497498 Part VI OUTCOMES—SCHOOL FUNCTION AND OTHER TASK PERFORMANCEFigure 51-1. Academic achievemen Ebook Developmental behavioral pediatrics (4th edition): Part 2t: Interplay of individual profile, family factors, and community characteristics.do nor "make rhe grade.” Finally, suggestions are offered ro help diEbook Developmental behavioral pediatrics (4th edition): Part 2
rect rhe pediatrician’s surveillance efforts ro avoid unexpected academic struggles.SOCIETAL FACTORSWithin each community, there are economic, politicPart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2al schools often is left to local officials with state oversight. This can create pockets of inequality as more affluent communities may be able to provide, and expect, more diversity of resources and experiences for their children. Communities with larger tax bases can support larger school budgets Ebook Developmental behavioral pediatrics (4th edition): Part 2. Teacher salaries may be greater, schools may be better maintained, and "perishable goods” such as books, computers and software, and CD-ROMS may beEbook Developmental behavioral pediatrics (4th edition): Part 2
more easily updated. Innovative programs may be explored as school personnel are able to attend professional trainings to learn about these offerings.Part VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2ces. There may be inadequate or outdated textbooks, fewer supplemental classes, and less ability to address individual student differences as completely.Often interwoven with the economic forces are political agendas. Although a community may need a larger budget for school use, local politicians ma Ebook Developmental behavioral pediatrics (4th edition): Part 2y be reluctant to promote tax increases. Their personal professional agendas may directly compete with school needs. Overarching local concents may beEbook Developmental behavioral pediatrics (4th edition): Part 2
a higher influence on curriculum because certain topics may be considered inappropriate. Restricting books in the school libraries is one example of Part VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2 influences can be subtle when rhe school is located in a geographic region populated by a preponderance of families from a particular ethnic group with specific cultural heritage and religious beliefs. If the majority believe a certain way, there is an assumption the schools will follow suit. If. h Ebook Developmental behavioral pediatrics (4th edition): Part 2owever, there are many religions represented in the families, more strident and vocal groups may exert undue influence, and dissention from the othersEbook Developmental behavioral pediatrics (4th edition): Part 2
may follow. The dictum "separation of church and state” is sometimes difficult to follow when communityFigure 51-2. Societal factors that influence ePart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2 as well as their personal values and beliefs. Whereas school system administrators must follow federal and state mandates, most district systems are given significant leeway to permit local mores to set local standards (c.g., sex education, traditional man-woman marriage versus same-gender marriagc Ebook Developmental behavioral pediatrics (4th edition): Part 2/union, evolution versus creationism). These local school officials may respond to influential local groups and individuals with strong opinions aboutEbook Developmental behavioral pediatrics (4th edition): Part 2
curriculum, policy, and procedures. These administrators also have their individual perspectives about how things should 1>C run, and they often havePart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2e variability of teacher preparation is staggering. Some teachers have master’s degrees from extremely strong education programs; other teachers may have only a few education courses taken while they receive on-the-job training. The length of the reaching career is variable also. The teacher's perso Ebook Developmental behavioral pediatrics (4th edition): Part 2nal beliefs are brought to the classroom every day.It is clear that the educational experience being offered to each child is complex and reflects manEbook Developmental behavioral pediatrics (4th edition): Part 2
y factors beyond the control of the child and family. Some of these factors arc readily apparent: an aging school facility can be seen from the curb. Part VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2ay the Pledge of Allegiance because of religious reasons may uncover pervasive community values. Both apparent and subtle factors arc important.FAMILY FACTORSFamilies arc the first communities of which children arc members. It is safe to say that at this time (early 21st century), there arc no “typi Ebook Developmental behavioral pediatrics (4th edition): Part 2cal” families (sec Chapter 9). Children may live with birth parents, adoptive parents, grandparents, other relatives, single parents, parents who areEbook Developmental behavioral pediatrics (4th edition): Part 2
married but do not live together, same-sex parents, or foster parents, or they may be truly raised by paid caretakers while their actual parents arc fPart VIOUTCOMES—SCHOOLFUNCTION AND OTHER TASK PERFORMANCE5 1 SCHOOL ACHIEVEMENT ANDUNDERACHIEVEMENTLynn Mowbray WegnerVignetteAlice, an 8-year-old thi Ebook Developmental behavioral pediatrics (4th edition): Part 2nidenr educational achievemenr.accepted by rhe community, and rhis acceptance may affect rhe child’s functioning in rhe family. Community acceptance also may affect the child’s ability to function as an “equal” citizen in the school community (Fig. 51-3).Families also have culture. The family cultur Ebook Developmental behavioral pediatrics (4th edition): Part 2e sometimes is consistent with rhe larger community, and sometimes there is lack of congruiry. If rhe family values are ar odds with the larger communEbook Developmental behavioral pediatrics (4th edition): Part 2
ity, conflicts can arise, and these may interfere with the child’s successful academic achievement. For example, a family with strict religious adhereGọi ngay
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