Developmental Trends TableThe table linked below describes family ...

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Developmental Trends Table
The table linked below describes family experiences of five children and adolescents. For each experience, the table identifies youngsters' developmental strengths, an implication for building on these strengths, or both. Apply what you've learned about working effectively with families to fill in the empty cells in the table.

Working Effectively with Families

Age	A Youngster's Experience	Developmental Concepts Identifying Family Conditions	Implications Working Effectively with Families
Infancy (Birth-2)	Eight-month-old Yves sits in his high chair at the child care center. Yves is hungry but cries rather than feeding himself the diced peaches and turkey on his tray. His caregiver, Mrs. Phillipe, talks with Yves's mother and learns that during meal times at home, she holds Yves and places soft, tiny bits of food directly into his mouth.	Little Yves encounters different feeding customs at home and at the child care center. These different practices may be rooted in dissimilar cultural beliefs about desirable qualities in social groups (e.g., for being close to one another or showing independence) and in cultural behaviors in caring for infants (e.g., encouraging infants to relax as caregivers tend to them or, in contrast, fostering their self-care).	​
Early Childhood (2-6) ​	Tawaia is the fourth and youngest child in the Hume family. At 4 years, Tawaia seems to her teacher, Ms. Brookhart, to be socially perceptive. Ms. Brookhart notices Tawaia's ability to charm her friends into sharing their toys with her. Ms. Brookhart also observes that Tawaia can hold her ground during verbal tussles with other children, occasionally selecting insults that aptly push other children's hot buttons.	​	Show sensitivity to the bonds that children have with siblings, allowing them to comfort one another during times of family loss. Try not to compare children to their siblings, though, and also do not assume that children without siblings are lonely or spoiled. ​
Middle Childhood (6-10)	Nine-year-old Michael is the only child of his single mother, Ms. Clementine. Michael seems to be mature for his age, particularly in the chores he does around the house, including making dinner twice a week when his mother is at work. Michael feels protective toward his mother, whom he knows to be hard working and devoted to him.​	Children in single-parent families often have close relationships with their parents. Michael enjoys a close bond with his mother, and he also seems to have been coached by her in making constructive use of his time in self-care, when he looks after himself in the late afternoon while his mother is still at work. ​	​
Early Adolescence (10-14)	Mr. Drake, a middle school math teacher, holds an advising meeting with one of his students, Janice, and her parents, Mr. and Mrs. Lee. During the conference, Janice answers questions for the family, and Mr. and Mrs. Lee quietly smile and nod their heads. Later Mr. Drake notices that Mr. and Mrs. Lee fail to take him up on his suggestion that they participate in one of the school's many parent-staffed events.	Mr. and Mrs. Lee may hold different cultural beliefs from Mr. Drake about the appropriate roles of parents in children's academic learning. Janice's parents are respectful of Mr. Drake but may not feel it is appropriate for them to ask questions of him during meetings. Furthermore, they may be more inclined to help Janice with her homework than to become involved at school events.	Invite families to participate as they can in school activities, but also make certain to acknowledge the important roles that families play in supporting children's academic learning at home.
Late Adolescence (14-18)	Mr. Vogel notices that one of his students, Christy, has suddenly become quiet and withdrawn during homeroom period. He talks with her privately and learns that her parents have recently told her they are getting a divorce. Christy explains that her parents have been arguing constantly over the last year, and she finds the divorce to be traumatic.	Changes in family structure can be unsettling for children and adolescents for months and sometimes longer. Some adolescents may adjust to parents' divorce easily, but most adolescents need time to sort through the changes, make sense of their parents' conflicts, and regroup under new custody arrangements.	Listen sensitively when children inform you that they are troubled by a family disruption. Help children sort through the practical issues that inevitably arise when children face a change in living arrangements or find that they must move back and forth between their parents' houses.

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