Introduction
5
444
Part
Five
Dimensions
of
Families
The Five-Year-Old
Gets along reasonab
ly well with
other
children and takes part in games and
other activities.
Behaves courteously in cerplease
tain situations.
Waits for turn to talk; says
and
thank you.in
Participates singing.
May choose special
fr,iendsdoesthe for fi
rst time.
Can be silly with friends.
Likes to phone
friends
but say much.
May not like organized
games,not
but prefers
to make up own games and play
activities.
Enjoys being left alone while at play.
17-6
This
chart
outlinesstages
of
social de
velopment during the
preschool
years.
The
One-Year-Old
Enjoys talking to adul
ts with simple sounds.
Enjoys playing with pet.
Ma
y be easily frustrated when someone
says no.
Ability to walk and talk
allowsadults.to child gain
some independence from
Enjo
ys playing simple games with
siblings.
Likes to run from adult in chasing game .
Learns to express for persons
other than family.
Is constantly on the move, looking for
something to do.
Wants to be
independent,
yet likes to be
near parent or
sibling.and
Lik
es to listen to music “dance.”
Benefi
ts from being with older children.
The
Two-Year-Old
Enjoys watching people.
Enjoys opportunity to use
gross-motor.skillsn
and participate in climbing activities
Likes to play near other children rather tha
with them (parallel
play). Begins learning masculine and feminine
social roles.
Becomes a “grabber”
and will try to snatch objects.
Does not like to share toys.
Ma
y pull hair or bi
te before giving up a
prized possession.
Maofferedlearned
y give up a possession more easily when
a substitute.
Has not to sa
y please, but often
desires toys held by other children.
The
Three-Year-Oldwith Child is able to play other children in
cooperative play.
Very sensitiv
e about being watched.
Tries to please and confgames.
orm.
Asks many questions
.
Lik
es simple guessing
Enjoys playing dress up.
Loves dirt, water, and mud.
Needs some group e
xperiences and social
play.
Can go places without parents and feel
comfortable.parents
May cry when
leave, but parents
should leave, reassuring child of their return.
Ma
y exhibit direct aggressive feelings by
saying,
“I hate you.”
When this happens,
parents should not withhold their love, but
instead show the child their love can be
counted on.
The
Four-Year-Old
Gets along better with adults and peers and
is capable of cooperative play.
Loves to play dress up and imitate adult roles.
Enjoys parties and anticipates going to them.
Talks about not inviting someone to a party
to show dislike of them.
Tries to gain favor of someone.
Asks many questions of
everyone.
Does not hesitate to talk to anpersons,
yone who
comes into house—repair etc.
Ma
y pick up “dirty” words and enjoy
shoc
king a parent by
saying them.
Learns to obe
y rules at school and
may
sometimes rebel at following them.
Social Development from One to Fiveaffection
Lively Features Inspire Learning
• Attractive Pictures and
Charts help bring the content to
life and make concepts clearer
Chapter 10
Comm
unication Challenges
275
Teen Focus
Avoi
d Being a
Victim Avoid Being a Victim
What can teens and adults do to stop the violence? Across the
y,
teens and parents are seeking ans
wers to the problem of violence. Addressing
this problem in your school and community requires
ev
eryone’s
cooperation.targetscountr
Teens need to be infor
med about what they can do to
avoid being
of bullying and gang violence. These suggestions can help.
• Try to
stay
away
from areas
frequented
by
bullies or gangs.
•
Do not wear clothing that resembles gang
symbols. You will be giving the
gang an e
xcuse to harass
you.
•
Try not to let bullies or gang members scare ywithout
ou.
This is what they want. If
possib
le, ignore them and walk
away.
•
Do not get
into a fi
ght. Stand up for yourself being hostile. Getting
into a fi ght is acting like the bully or gang member.
•
Get help from your friends. Ask your friends to stay around you and be
there to support
you.everything
•
Keep a written record. If y
ou are confronted by a bully or gang, write down
the date
, time, and that happened, as well as the names of any
witnesses, so you will have
specifi c infor
mation to take to the auth
orities.
• If y
ou feel threatened or an incident occurs, tell your parents and
authorities immed
iately. Do not wait to be attacked again. This is not
“tattling.” It is helpin
g
yourself and
other
teens,ntoo.violent
P
ositive steps can be taken to stop the patter
of behaviormembers .
Violence
is negative
commcommunicate
unicati
on and a learned behavior.
Bullies and gang
have learned that anger, aggression, and intimidation are tools
forinto solving
problems. They their feelings through anger and violent behavior.
Action can be taken to
turn this
negative
form
of communication
positive
communication.
What can you do in your community to help stop the violence?
Step 3.
Identify
alternative
solutions.Bothpartiescevipropossiblto
an
ose
solutionsself-analyzehhandhelps .
Step
4.
Identify a possible
solution.paretimediatorratiosesispusedept
Th
e
solutions, based
on
t h e
feelings of
bot
es. Negoti
n
providereactionsrk.fThebothdihourld
bothparties
with
some of w
at t
h
ey
want.
Step 5.
Reach an
agreement
me
ato
eachpartytasccould
an
agreementenatownuld
t t h
wo
wo
or
parties.Thnit.reeeptopics
e ag
men
h
then
be
writ
d
,
and
bothparties s
sig
Th
arties
should
alsodiscuss
what
willhappenif
either
of
t h
em
breaks t h
e
Chapter 1
You: Growing and Changing
41
VolunteeringteeringVolun
Y
ou can return something to your community, your country, and your world
by volunteering. Volunteering is choosing freely to provide a service for others
without pay.
Globally, v
olunteerism is a growing movement. Across the
world, people
are in need. Gover
nments are not able to help all who suffer. Volunteer
organizations step in when needed to ease suffering wherever possible. All of
these organizations rely on volunteer help, either to provide the aid directly or
to raise funds
to support the work of the organization.
Once you start
volunteer
ing, you will discov
er that giving to others brings
much personal satisfaction. Even though your time may be limited, every
minute can count. With volunteer work, you can
decide ho
w much time you
have to give.
By volunteering, you not only help others, but you also help yourself. You
can
deou
velop a wide range of skills as y
ou work to benefi
t others. Volunteering
gives y
the opportunity to
• learn to be responsibleusefulneeds
•
identify community
•
put your special talents to use
• test your skills and
learn
new ones
• make new friends • explore a related career or fi eld of work
•
work with people in different age groups
• make important contacts in ydonevolunteer.communityashasthrough
our community
• be recogniz
ed for a job well
There are
various
ways you can Y
ou can work an
established organization that uses volunteer help, such Habitat for
Humanity or the American Red Cross.
Every programs that
need volunteers
. These may include museums, zoos, animal shelters, libraries,
park distr
icts, and nursing homes.
Another way to get inv
olved as a volunteer is to work
organizations to which you already belong. Your group
mathroughwish
y even to
launch its own volunteer program to
fi ll a need it sees in your community.our
Can y
ou think of other ways you can volunteer to help make y
community, country, and world a better place to live?
Did You Know?
Chapter 1
You: Growing and Changing
31
Heredityinaits
fl
uencesmoryouraattyoacte,arinteshaping
e t h
n
ur
ppearance.e,
It
also
affects.tThu r
such
as
itud
lligenc
and
behaviorrsonas,ty.relsoplays
he
dityis
onef
o
in
your
totalpe
li
Your
environmevelopme,nandcircumstances
ent a
a
majorpartin
yourpeesoonditionis,
r
nalityd
t,
1-2.Environmenttiat s
all
ofth
c
objects
h
surround
anindiv
dual.
You
and
yourclassmtatessame
sharepandhavetheOtherftearcheoclassboates.ire,atoelieno.n,
rts
of
your
environment.rs.u
Yo
attend
h
e
school a
same
Youparticipatein
the
same
activities.
pa
ts
f
your
env
onm
t
aredifferentframiltyoseuativironmgntghts,feelinaits
om
h
o
your
m
F
ctors
such
as
yourfa
sit
on,nei h
rhood
r
gi
andfriendsonmkntyosffsehane
m
e
ur e
e
uniqu
you
Your
envir
e
a
cts
your t
h
ou
gs,
and
actions.Ithresult
elp
p
yourpersonality.
Tr
developed
as a
of
environmentalfactoacademic
rs
are
calledacquired
traits.
1-1
From the moment of
birth, a child’s
personality i s
affected by
relationships
within t
he family.
Explore
Science
Scienc
e
From each parent you have
23 chromosome
s, which carry
hereditary inform
ation. The 46 total
chromosomes f
ound in
every cell
of your body contain genes. How
the genes combine
decide a child’s
traits.
For
example,
a child with one
dominant gene
for brown
eyes and
one recessive gene for blue
eyes
will have
browney
es. Inheriting blue
eyes, however, means the child
received two recessive genes. Learn
other
ways that genes affect you
by searching “basics on genes” at
www.kidshealth.org/teen.
• Explore promotes your
skills and aids class
discussion
• Vocabulary Terms
appearing in bold type
fl ag the key defi nitions
you will learn
• Did you Know? offers
facts that extend your knowledge
about important issues
• Teen Focus helps you
consider your
to important