Teacher Education vol.

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1 Focus on a quarterly publication for the education community from the Association for Childhood Education International Teacher Education vol. Puppets as an Interactive Tool for Teaching by Carie Green, Assistant Professor, College of Education,Idaho State University 12, no. 3 Do you have fond memories of Kermit the Frog, Miss Piggy, and Big Bird? Do you still remember alphabet songs or phonemic awareness games taught by puppets on Sesame Street? For generations, puppets have been used as a tool for engaging children in learning activities. Fun and witty, stuffed creatures have captivated children and adults of all ages. Puppets not only provide a mechanism for gaining interest and attention, they are also useful in building positive relationships between teachers and children (Green, 2012). In today s classrooms, however, puppets are often overlooked as an art form that can be a useful tool for teaching. For this reason, teacher education programs should consider ways to expose future teachers to puppets as a method for teaching children. At Idaho State University, teacher candidates enrolled in a child development and education course had the opportunity to practice using puppets for instruction. While studying behaviors that influence healthy physical development, the teacher candidates applied the concepts they learned in class to teach kindergarten and 1st-grade students. They taught about the five food groups, the importance of getting plenty of sleep, proper hygiene (such as washing hands and brushing teeth), and the feelings associated with being included rather than excluded in play. The teacher candidates and children both enjoyed and learned from the puppet experience. While the children learned about healthy habits, the teacher candidates learned how to interact with young children in a fun, yet purposeful, manner. Researchers have shown that children are more likely to view puppets as peers rather than authority figures (Belohlawek, Keogh, & Naylor, 2010; Simon, Naylor, Keogh, Maloney, & Downing, 2008). Subsequently, children, even shy children, are more inclined to engage in conversations with puppets than with adults (Luckenbill, 2011; Keogh & Naylor, 2009). Puppets, as a teaching method, are most useful when they engage students in conversation. Questions and prompts can be used to gain understanding of what children know and to challenge them to learn new concepts. In the class project example mentioned above, the teacher candidates asked the children questions about which foods belong to which group, what happens when one does not get enough sleep, or how it feels when you are continued on page 2 From the Editors Hello everyone and welcome to the spring 2013 edition of Focus on Teacher Education. We are all ready for some warmer weather and the newness and loveliness of spring. We hope to see you at the ACEI Institute for Global Education Diplomacy, April 17-20, 2013, at Georgetown University Conference Center, Washington, D.C. In this issue of Focus on Teacher Education, Carie Green from Idaho State University invites us to reconsider puppets as a strategy for teacher candidates. Next, Melissa Werner, a diploma candidate of the C. G. Jung Institute, Kusnacht, Switzerland, and assistant professor at Athens State University, joins Jerry Aldridge, the OMEP Representative to the United Nations and Professor Emeritus of Early Childhood Education, at the University of Alabama at Birmingham, to discuss the hows and whys of Jungian theory in teacher education. Last but not least, Tracye E. Strichik, from the Office of School Readiness in Alabama, and a doctoral student at the University of Alabama at Birmingham, reminds us about how Urie Bronfenbrenner s works are critical to implement in teacher education coursework.

2 Focus on Teacher Education Spring 2013 Focus on Teacher Education Editors: Lois M. Christensen Maxie P. Kohler University of Alabama at Birmingham Focus on Teacher Education (ISSN ) is published quarterly by the Association for Childhood Education International, Georgia Ave., Ste. 215, Olney, MD Articles published in ACEI s Focus Quarterlies are peer-reviewed. Articles published in Focus on Teacher Education represent the views of the authors and do not necessarily reflect positions taken by the Association for Childhood Education International. Copyright 2013 by the Association for Childhood Education International. No permission is needed to reproduce materials for education purposes. ACEI Executive Board: Debora Wisneski, President Carrie Whaley, President Elect Belinda Hardin, Secretary James Kirylo, Treasurer Kathleen Fite, Member-at-Large Charles Godwin, Member-at-Large Loren Weybright, Member-at-Large Jana Sanders, Presidents Council Representative Debra Woods, Emerging Educator Representative Diane P. Whitehead, Ex Officio Member ACEI Headquarters Staff: Diane P. Whitehead, Executive Director Michelle Allen, Operations Manager Anne Watson Bauer, Editor/Director of Publications Emebet G/Micheal, Accounting Manager Deborah Jordan Kravitz, Production Editor Sheri Levin, Member Relations and Communications Manager Yvette Murphy, Director of Advocacy and Outreach Dione Walters, Membership Assistant Bright Futures for Every Child, Every Nation continued from page 1 not included in play. Additionally, children were asked questions after the show about what they had learned. The teacher candidates indicated that they initially felt wary about delivering a puppet show. After the experience, however, they were glad they had been pushed out of their comfort zone to experiment with something new. Some of the teacher candidates had never before placed a puppet on their hand and were awed by the process of putting on a different persona. In the end, all of the teacher candidates reflected that they were pleased with the process, and some said it allowed them to use a tool they had never before thought about using in the classroom. Additionally, the teacher candidates indicated that the most joyous outcome was witnessing the children s sense of wonder and excitement. Before trying on a puppet for size, it is important for teachers to consider the objective or purpose for the lesson. Clearly define the social skills and/or academic concepts to be taught and in which to engage. For this class project, the teacher candidates were asked to clearly articulate: 1) the overall message of their show, 2) the ending statement or final thought they wanted to leave with the children, and 3) the story line and events that were to happen in between. By having a clear understanding of the purpose of the puppet show and the ending message, teacher candidates were provided with some latitude to improvise during their skits. While some groups chose to write out their story lines verbatim, others had a general outline and filled in the dialogue as they went along. Overall, the puppet lessons were a success. They offered teacher candidates a memorable experience and perhaps prompted them to think outside the box in their teaching. What better way to promote hands-on and engaging learning than with five fingers moving the mouth of a puppet! Try one on for size; you may be surprised just how much a puppet makes learning come alive! References Belohlawek, J., Keogh, B., & Naylor, S. (2010). The PUPPETS project hits WA. Teaching Science, 56(1), Green, C. (2012). Listening to children: Exploring intuitive methods and interactive strategies in a study of children s special places. International Journal of Early Childhood. doi: /s Luckenbill, J. (2011). Circle time puppets: Teaching social skills. Teaching Young Children, 4(4), Simon, S., Naylor, S., Keogh, B., Maloney, J., & Downing, B. (2008). Puppets promoting engagement and talk in science. International Journal of Science Education, 30(9), Keogh, B., & Naylor, S. (2009). Puppets count. Mathematics Teaching, 213,

3 Spring 2013 Focus on Teacher Education The Salience of Analytical Psychology for Teacher Education by Melissa Werner, Doctoral Candidate, C. G. Jung Institute, Kusnacht, Switzerland Assistant Professor of Early Childhood Education, Athens State University and Jerry Aldridge, OMEP Representative to the United Nations Professor Emeritus of Early Childhood Education, University of Alabama Traditionally, students in teacher education are required to study the works of Freud, Erikson, Piaget, Vygotsky, and Bandura. Noticeably missing from most teacher education programs, however, is the theory of analytical psychology by Carl Jung. While we could ask, Why has analytical psychology not been included in teacher education?, we believe a better question is, Why should analytical psychology be included in teacher education? The purpose of this article is to answer this question, and also provide a few examples of how analytical psychology would be included in teacher education. Our discussion is divided into the following four sections: 1) What is analytical psychology? 2) Why has it become important to include analytical psychology in teacher education? 3) What applications could analytical psychology possibly make to teacher education? and 4) What new directions should teacher education take in implementing analytical psychology? What Is Analytical Psychology? Werner (2012) explains how Carl Jung s analytical psychology theory differs from the theories of Sigmund Freud and Alfred Adler. While Freud s approach was psychoanalytical and Adler s method was individual psychology, Jung preferred to call his system analytical psychology because it encompasses both the works of Freud and Adler. Jung s theory was also different in its concern with deeper regions of the unconscious (Samuels, Shorter, & Plaut, 1986). Jung s psychology has made many contributions to the practice of psychotherapy. These include the concept of complexes, the interpretation of dreams, and the purpose of analysis (von Franz, 1998). However, many teacher educators may not be aware that analytical psychology has also contributed much to the fields of education and child development (Jung, 1954). These contributions include insight into a teacher s influence on students through her own personality and into the nature of the personality development of students, including their typology. Analytical psychology also has been used for aesthetic education and the emotional development of students through sand play and other strategies. By aesthetic education, we mean attending to the symbolic nature of the arts. It has been applied to literacy education through reading and writing processes and the uses of fairy tales and mythologies in teaching about oneself and the world (von Franz, 1977/1990). The consequences of adult/child interactions and practices in education are also contributions of analytical psychology to teacher education (Jung, 1954). Why Has It Become Important To Include Analytical Psychology in Teacher Education? Teacher educators are overwhelmed by the plethora of standards and competencies that are continually being added to the teacher education curriculum (Aldridge & Goldman, 2007). With this in mind, why should faculty of education even consider adding applications of Jung s psychology to an already overloaded course of study? With the current overemphasis on academics at all levels of education, we need a more balanced approach to teacher education. Also, recent human-induced and environmentally created traumas require methods of response that transcend current teacher education approaches. The Overemphasis on Academics at All Levels of Education. Since the passage of No Child Left Behind (U.S. Department of Education, 2002) and federal guidelines for highly qualified teachers (U.S. Department of Education, 2004), the emphasis on academic standards for all levels of education has eclipsed untested areas of education, which range from the social sciences to aesthetic education. Allen (2004) notes, Principals in Gadsden, Alabama, decided to end naptime in kindergarten. The time will be used to prepare for the DIBELS (p. 156). This one-sided academic approach to education, from birth through 3

4 Focus on Teacher Education Spring 2013 graduate school, continues today, excluding all areas except intellectual development (Christensen & Aldridge, 2013). What happens to faculty of education, teacher education candidates, and children and adolescents when education goes too far in the direction of tougher standards and high-stakes testing? Jung (1954) pointed out over half a century ago that individuals intelligence and abilities are of value only when the rest of the personality keeps pace with it, so that the talent can be applied usefully. Creative powers can just as easily turn out to be destructive (p. 141). Jung also said, There are, besides the gifts of the head, also those of the heart, which are no whit less important, although they may easily be overlooked (p. 140). We can certainly say today that education of the heart has been overlooked. A more balanced approach to education is needed. The Need for a More Balanced Approach. A holistic approach to education would include other areas of education besides academics. Two examples include the development of personality and aesthetic education. The development of the personality at all levels of education is as important as the development of academics (Jung, 1954). The development of personality must be a goal for both future teachers and teacher educators. Otherwise, the best teaching methods can go astray. The teacher educator must start with the development of his/ her own personality. Von Franz (1998), a renowned analytical psychology educator said, Only a few seem to understand that it is just as important to care first for the underdeveloped areas of one s own soul, lest unforeseen evils gather there and emerge to destroy our best-intentioned idealistic outer efforts (p. 49). Aesthetic education is also lacking in elementary and secondary education and has been minimized in teacher education over the past 30 years (Aldridge & Goldman, 2007). However, innovations in analytical psychology have been developed to counteract this trend and provide aesthetic experiences for children through numerous creative endeavors. Multiple forms of expression can be taught in teacher education, including artistic and written expression (Allan & Bertoia, 1992; Igoa, 1995/2009) as well as sand play experiences (Zoja, 2011). Teachers must be prepared to incorporate aesthetics to compensate for the overemphasis on standardized testing and basic skills, as well as to help students express themselves when human and environmental challenges occur (Werner, 2012). Recent Human and Environmental Challenges. Teachers are often unprepared to face human and environmental disasters with their students because their preparation in teacher education and their efforts in the classroom have focused almost entirely on academics. A Jungian approach could be helpful in dealing with such challenges. During the past two decades, teachers have had to deal with earthquakes, tsunamis, hurricanes, terrorist attacks, school shootings, war, etc. What would analytical psychology offer teacher educators and their students as they confront human and environmental challenges? The following section tries to answer this question. What Applications Could Analytical Psychology Possibly Make to Teacher Education? Analytical psychology has the potential for expanding and balancing the knowledge base in teacher education in its three major segments that is, pre-professional studies, teacher education methods, and field experiences/practicum/student teaching. This section will describe possible applications of Jung s psychology to each of these levels. Pre-professional Studies (Child Development and Psychological Foundations Courses). Child development and psychological foundations courses are a good place to introduce the importance of personality development and typology. As we have briefly mentioned, Jung (1954) believed that the teacher influences her students through her personality far more than through any curricular approaches. Thus, the relationship a teacher develops with his/her students can be more important to the child s education than the methods of teaching reading, writing, or mathematics (Jung, 1954). Most child development courses at the pre-professional level describe emotional and social development of children, but less frequently do these courses explore personality development. A brief study of Jung s theory and analytical psychology would remedy this situation. An introduction to Jung s typology also should be included in pre-professional courses. Many undergraduate students have taken the Myers-Briggs psychological preferences assessment by the time they enter pre-professional classes, but few realize that the Myers-Briggs was based on Jung s work on typology. The Keirsey-Bates temperament sorter also was based on analytical psychology. While some educators believe both the Myers-Briggs and the Keirsey-Bates instruments are distortions of Jung s work, they are the most popular sources for the introduction of typology (Keirsey & Bates, 1984). Teacher Education Methods. When students are admitted to teacher education, their curriculum should continue to include analytical psychology. They should experience the development of the adult/student relationship through appropriate interactions, learn about expanding students ideas and practices concerning literacy development, and explore specific methods for incorporating aesthetic education. While the students have been introduced to typology at the pre-professional level, they should now develop and implement ways to interact with introverts and extroverts, with thinkers and feelers, and with intuitives and sensates (Aldridge & Horns-Marsh, 1991). Literacy development that incorporates analytical psychology also would include oral language development. Understanding the value of fairy tales and mythologies is another contribution of analytical psychology to education. Jung discovered that fairy tales and hero myths are rich with archetypal images that awaken children to their own heroic possibilities. 4

5 Spring 2013 Focus on Teacher Education The symbolism of fairy tales can be used to represent the individuation process or the development of the ego (von Franz, 1977/1990). Teacher candidates can be taught to apply Jung s theory in reading and writing through presenting archetypal literature to young children often and by using the writing process described by Donald Graves (1983). Teacher candidates also should know that it is helpful for personality and emotional development if they read fairy tales, fables, and hero myths to children and encourage children to write their own stories (Aldridge & Horns-Marsh, 1991). Finally, understanding about how to incorporate aesthetic education can be expanded in teacher education methods courses. Artistic methods that allow a child to give expression to what is inside is a good example of an analytical psychology approach. This would involve multiple forms of expression, including clay, blocks, open drawings, dance, and other forms selected by the child. This incidentally would apply not only to early childhood education but also to all levels of education up through graduate school. The introduction of sand play therapy is important today. Sand play is often used in therapeutic situations for children who have experienced trauma or who live in vulnerable communities, but it also can be used by teachers with individuals or small groups of children. Thus, it is important that teacher candidates be educated to use this aesthetic, yet therapeutic, approach (Igoa, 1995/2009; Zoja, 2011). At all levels, the educator creates an environment that allows the student opportunities for expression in a free, yet protected, space. Field Experiences, Practicum, and Student Teaching. Finding appropriate field placements for students who can experience the holistic approaches recommended by Jung is often difficult, but necessary if practicum students and student teachers are to experience a well-rounded teacher education. Even though public schools, where most students in education have practicum, are highly structured, university faculty should require lesson plans and experiences for student teachers that promote application of analytical psychology. These include self-monitoring by the student teacher of his/her interactions with different personality types (e.g., introverts and extroverts). Student teachers also should be expected to develop and implement open-ended expressive arts and literacy experiences. What New Directions Should Teacher Education Take in Implementing Analytical Psychology? We fully understand that teacher education programs cannot restructure their curriculum. However, infusing analytical psychology approaches to the existing curriculum can enhance programs. How might this be done? First, professional development for teacher educators and school personnel on how to implement analytical psychology should be provided. Second, multiple assessments, such as portfolios, rubrics, exhibitions, and demonstrations, can include evidence of holistic methods that incorporate the above suggestions. Finally, returning autonomy to university faculty as well as early childhood, elementary, and secondary instructors would do much to increase opportunities for analytical psychology to be used for instruction at all levels. References Aldridge, J., & Goldman, R. (2007). Current issues and trends in education (2nd ed.). Boston, MA: Allyn and Bacon. Aldridge, J., & Horns-Marsh, V. (1991). Contributions and applications of analytical psychology to education and child development. Journal of Instructional Psychology, 18(3), Allan, J., & Bertoia, J. (1992). Written paths to healing. Dallas, TX: Spring Publications. Allen, J. (2004). Real stories of children left behind. In K. Goodman, P. Shannon, Y. Goodman, & R. Rapoport (Eds.), Saving our schools: The case for public education Saying no to No Child Left Behind (pp ). Berkeley, CA: RDR Books. Christensen, L. M., & Aldridge, J. (2013). Critical pedagogy for early childhood and elementary educators. Berlin, Germany: Springer. Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann. Igoa, C. (1995/2009). The inner world of the immigrant child. New York, NY: Routledge. Jung, C. G. (1954). The development of personality: Papers on child psychology, education, and related subjects. Princeton, NJ: Princeton University Press. Keirsey, D., & Bates, M. (1984). Please understand me: Character and temperament types. Del Mar, CA: Prometheus Nemesis. Samuels, A., Shorter, B., & Plaut, F. (1986). A critical dictionary of Jungian analysis. New York, NY: Routledge. U.S. Department of Education, Office of Elementary and Secondary Education. (2002). No Child Left Behind: A desktop reference. Washington, DC: Author. U.S. Department of Education. (2004, March). New No Child Left Behind flexibility: Highly qualified teachers fact sheet. [On-line]. Available: hqtflexibility.html. von Franz, M. (1998). C. G. Jung: His myth is our time. Toronto, Canada: Inner City Books. von Franz, M. (1977/1990). Individuation in fairy tales. Boston, MA/London, England: Shambhala Press. Werner, M. (2012, November). The historical implications of C. G. Jung s theory for early childhood education. Paper presented at the meeting of the National Association for the Education of Young Children s Annual Conference, Atlanta, Georgia. Zoja, E. P. (2011). Sandplay therapy in vulnerable communities: A Jungian approach. New York, NY: Routledge. 5

6 Focus on Teacher Education Spring 2013 Bronfenbrenner: The Bio-ecological Theory by Tracye E. Strichik, Doctoral Student Alabama Office of School Readiness, The University of Alabama Birmingham Often, when teacher candidates are asked, What do you want to teach?, the response is I want to teach children. But what does that mean? Urie Bronfenbrenner ( ) noted that many theories of development addressed the cognitive development of individual children without much concern for the social, political, or economic circumstances in which they grew up. This led Bronfenbrenner to develop the bio-ecological systems theory. According to the bio-ecological systems theory, development and culture cannot be neatly separated (Trawick & Smith, 2003, p. 79). The child needs to develop through the relationships that he/she has with ever-widening circles of human contacts. Teacher education programs can use this information to improve classroom practice and help future teachers to better understand the multiple influences and relationships in students lives. Bronfenbrenner defined five systems that impact child development contextually: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The Microsystem The bio-ecological systems theory places the child at the center of the model. The microsystem entails the child s parents, teachers, and others in the immediate environment. The family is the child s first microsystem. This system most directly affects child development and includes all experiences or influences within the child s immediate surroundings. Any person or organization (school, teacher, child care provider, peers) that touches children s lives directly is a part of the microsystem. As a beginning teacher, it is important to recognize your own family experiences and respect the cultural differences that might exist within your classroom. Bronfenbrenner promotes two types of processes that promote development: 1) children s interactions with people, and 2) activities in which children engage. The nature of these relationships is influenced by four attributes children bring to their encounters with people and activities (Thomas, 2005, p. 351). The first is the child s individual attributes that will promote or disrupt psychological growth. For example, a shy boy receives a different reaction from a teacher than an outspoken male, or a pretty girl elicits different responses than a plain girl. The second attribute is called selective responsivity and is the child s interest in, and exploration of, activities within the physical and social environment. One child may participate in baseball while another child is drawn to video games. The third attribute is what Bronfenbrenner called structuring proclivity. This is the level at which child are willing to try increasingly complex activities and their inclination to reorganize the environment. A 5-year-old boy who is bored with driving his cars around on the carpet may devise an elaborate road with ramps and ditches using blocks. Equally important is the fourth attribute, which is children s ability to organize experiences and to carry out the goals they set (Thomas, 2005). Children who do not have a strong relationship with a family member or important adult look for affirmations elsewhere. These deficiencies show themselves especially in adolescents anti-social behavior, lack of self-discipline, and inability to provide self-direction (Addison, 1992). If relationships in the microsystem are damaged and positive relationships fail to form, the child will not have the necessary tools to explore other parts of his environment. The Mesosystem Different components of the microsystem influence the others. The mesosystem is the system that involves communication between two different microsystems. For example, parents are affected by school and school is affected by parents. Interconnections make up a second layer. When strong bonds exist between people and organizations in the mesosystem (school/home), positive child development is enhanced. Therefore, regardless of their cultural background, new teachers must work hard to build relationships with all families. The Exosystem The exosystem encompasses people and organizations that do not actually touch children s lives, but do indirectly affect their experiences. They include the connection between two or more settings, at least one of which does not contain the developing person (Bronfenbrenner, 1993). For example, a school superintendent may not directly touch children s lives. However, policies that are enacted for teachers to follow have a direct impact on the children. 6

7 Spring 2013 Focus on Teacher Education The Macrosystem The macrosystem is made up of the values, laws, customs, and resources of a particular culture (Thomas, 2005, p. 349). It describes the culture in which the developing person lives. The macrosystem evolves over time, because each generation may change the macrosystem. The chronosystem has recently been added to the model and takes into consideration the historical contexts. Families respond to situations based on the social parameters that exist. Background Urie Bronfenbrenner was born in Russia and credits his childhood environment with his interest in and attention to the role social and physical settings play in the development of a child. At age 6, he moved to the United States and his father worked as a clinical pathologist and research director at the New York State Institution for the Mentally Retarded. During this time, Bronfenbrenner noticed that the social behavior, personalities, and tested intelligence of people held at the institutions changed in relation to the social situation in which they were placed (Thomas, 2005, p. 346). Bronfenbrenner received a double major in music and psychology from Cornell University. He went on to complete an M.A. at Harvard University, followed by a Ph.D. from the University of Michigan. In 1948, he accepted a professorship in Human Development, Family Studies, and Psychology at Cornell University. He was one of the co-founders of Head Start. His Research Method Because his theory is based on children s interpretations of their surroundings rather than on the objective characteristics of the surroundings, Bronfenbrenner often conducted his research in a natural setting. He referred to this as ecological validity, meaning the extent to which the environment experienced by the subjects in a scientific investigation has the properties it is supposed to or assumed to have by the investigator (Bronfenbrenner, 1979, p. 29). This method was in contrast to research done in a laboratory or out of the natural environment, with generalizations drawn about development that do not take into account how different environments affect children s perceptions. Macrosystem Political Systems Exosystem Economics Culture School Family Microsystem Classroom Religious Setting Peers Community Society Chronosystem - life experiences and dimensions of time Health Agencies Mass Media Nationality Figure 1 7

8 Focus on Teacher Education Spring 2013 Implications for Teacher Education One concern of Bronfenbrenner s was the deficit model. In order to gain support or help in solving a problem, families must prove that they are lacking or deficient in some area. In his book Two Worlds of Childhood: U.S. and U.S.S.R. (1970), Bronfenbrenner stated, Even though the lack of parental involvement lies at the heart of our present malaise, parents by themselves can do little to bring about needed change. It is not primarily the family, but other institutions in our society that determine how and with whom children spend their time, and it is these institutions that have created and perpetuated the age-segregated, and thereby often amoral or antisocial, world in which our children live and grow. (p. 152) Once a child has been labeled deficient (e.g., living in poverty), cultural values exist that hinder development. There are hidden rules that operate within middle class values that do not appreciate the cultural norms of people living in poverty. Teachers must acknowledge the fact that most families want their children to succeed. Everyone has strengths, regardless of his or her culture or economic status. For success to be felt by all, however, it is imperative that educators do away with the deficit model and begin looking for strengths to build on. As early childhood educators, we value providing choices and nurturing problem-solving skills. However, if a child comes from an environment where it is disrespectful to voice his/her opinion or to go against authoritative decisions, then that child is going to feel uncomfortable. Understanding the bio-ecological theory allows us to see the child while respecting cultural differences. Bronfenbrenner saw the instability and unpredictability of family life we ve let our economy create as the most destructive force to a child s development (Addison, 1992). Urbanization has produced working families with children who attend neighborhood schools and interact only with peers of the same age. For many, the days are gone when grandparents and community members were actively involved in interacting with and rearing children. Today, only 60% of children live with two biological parents. Children are not interacting with as many adults anymore. As teachers, we can provide modeling and opportunities to communicate with peers as well as older students in the school. Bronfenbrenner (1970) stated, It is in the realm of teachertraining that the most far-reaching innovations are required. In addition to knowing his subject, the teacher of tomorrow must acquire both understanding and skill in the use of modeling, social reinforcement, and group processes in working with children (p. 155). Furthermore, research evidence indicates that learning is best facilitated when the teacher is similar to the child in cultural background, ethnicities, and, especially in the case of boys, gender. Such findings argue for the recruitment of many more teachers from under-represented and minority groups. Before Bronfenbrenner, child psychologists studied the child, sociologists examined the family, anthropologists the society, economists the economic framework of the times, and political scientists the structure ( He brought all of these critical areas together and demonstrated the different levels of influence they have on the child. Bronfenbrenner pointed this out over 40 years ago. Therefore, the question should be to all educators, Are you teaching to the whole child while taking his/her context into consideration? References Addison, J. T. (1992). Urie Bronfenbrenner. Human Ecology, 20(2), Bronfenbrenner, U. (1990). Discovering what families do. In Rebuilding the nest: A new commitment to the American family. Family Service America. Retrieved December 2, 2012, from edu/www4h/process.html Bronfenbrenner, U. (1970). Two worlds of childhood: U.S. and U.S.S.R. New York, NY: Russell Sage. Thomas, R. M. (2005). Comparing theories of child development (6th ed.). Belmont, CA: Thomson/Wadsworth. Trawick-Smith, J. W. (2003). Early childhood development: A multicultural perspective (3rd ed.). Upper Saddle River, NJ: Merrill\ Prentice Hall. 8