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Marie T. "Talking to Children about Money." Clergy Journal 84.9 (Sep. 2008): 15-16. Academic Search Complete. EBSCO. Roesch Lib., U. of Dayton, Dayton, OH. 14 Mar. 2009. Mar. 2009. .

The author addresses the importance of opening up the lines of communication between parents and their children. Children learn by example and it is important to help children understand the importance of why decisions are made in a household as well as differentiate the difference between want and need. If parents act responsibly with money, their children can learn from their actions. The article encourages parents to teach their children that money is a resource, a gift but not an end to a means. It drives home the fact the money alone does not buy happiness. Cross encourages stewardship and that realization that money is a way to share the benefits of life with people who have less.

The author addresses the importance of opening up the lines of communication between parents and their children. Children learn by example and it is important to help children understand the importance of why decisions are made in a household as well as differentiate the difference between want and need. If parents act responsibly with money, their children can learn from their actions. The article encourages parents to teach their children that money is a resource, a gift but not an end to a means. It drives home the fact the money alone does not buy happiness. Cross encourages stewardship and that realization that money is a way to share the benefits of life with people who have less.

This article is about a study done on low income families. They have proven that when parents are in poverty it affects their children in a negative way. The study shows that these children are more likely to grow up to be low income when they are adults. Parents that are low income have to deal with many problems and don't have time to help their children get a good education.

This article talks about how race and ethics differs the way parents talk to their children. It shows that white mothers are more likely to talk and read to their children every day than black and hispanic mothers. It talks about how this affects the childrens readiness and there is a 20 to 25 precent gap with children that are white and other minority.

This article addresses children when growing up and how they for opinions about women and men and their bias. Young children often see their mothers doing house work and their father work, so they assume the men play the dominate role in society from a young age. They often believe "males dominate and females complicate". From a young age, this attitude is installed in children This research will benefit my paper because it correlates with how the media perceives women on television and provides an explanation for the stereotype of childcare worker, homemaker and teacher. It shows how women develop a role in society and the media from a very young age. The media continues to perceive them this way because the media was taught this is the role genders play.

Murnane focuses on the children living in poverty and the low performance of the students. His goal is to make the No Child Left Behind Act more realistic. The goal should be to concentrate on the children's growth as a student, not to reach an obtainable test score. The government needs to improve conditions of schools of children living in poverty. The author suggests that the poverty stricken schools need to strengthen their staff in order to change anything. The main goal of children living in poverty is to get them to graduate from high school. The rate of kids graduating from high school in low income schools is down a great deal of percent than suburban schools. Murnane gives his opinion of setting obtainable goals not only for middle class students, but students that come from a poverty stricken area.

This article discusses the origin and use of profanity during prime time television with respect to children and programs more commonly viewed by children. It also exposes the idea that violence and aggressive behavior can influence the actions and thinking of children in today's society. Lastly, it discusses an analysis of prime time viewing and the profanity and violence portrayed in commonly viewed shows.

This article is about the importance of starting children out reading at an early age. The earlier you read to your children and teach them to sound out words the more literate they will become. The year before the child goes to kindergarten is the year you should really push to teach children literacy.

A major problem with the ever growing population of the elderly is their children's financial literacy. It is important that the children of aging parents are proactive and get involved with their parents financial matters. Children need to be aware of the government funded programs as well as the financial strategies that their parents can qualify for based upon their age. There are often outside factors that contribute to complications of sorting out financial documents and dollar figures and children of the aging need to be aware of these issues as well as the help that is available to them.

In this article the authors go over several studies that they conducted dealing with giving young children different materials to play with and having them observe different activities. The authors examined the results that they found and concluded how the children would react or how they were more inclined to act based on how they thought. This is interesting based on the different way the children acted and if this has anything to do with what subjects they would be better at.

This article talks about who influences and who teaches children how to read.Teaching kids to read is not a job for just one person. It takes a whole team of people to teach children how to read. The teams are made up of literacy coaches and classroom teachers. The classroom teachers tell the literacy coach what the student needs help with. The two work on a team together to teach children how to read and write.

A major problem with the ever growing population of the elderly is their children's financial literacy. It is important that the children of aging parents are proactive and get involved with their parents financial matters. Children need to be aware of the government funded programs as well as the financial strategies that their parents can qualify for based upon their age. There are often outside factors that contribute to complications of sorting out financial documents and dollar figures and children of the aging need to be aware of these issues as well as the help that is available to them.

This is a study of monolingual and bilingual children and how they perform. This study tests the children with different test types. It tested the children in vocab and reading skills.

This article is about the program Reading first. The program supports reading in young children. The children who participate in this program are much more literate than children who do not.

This article explores how genetics makes differences in learning for children. It researches two children and based on these results it makes assumptions about genetic roles playing apart in learning. It goes on to say the results of their findings and what they have learned and infered as a result. It is helpful if you are researching the effects of genetics on literacy or effects of literact learning rates in children.

Colletti,Carolyn. "Girls & Money: A Coordinated Approach to Financial Literacy." Independent School 63.1 (Fall2003 2003): 64-65. Academic Search Complete. EBSCO. Roesch Lib., U. of Dayton, Dayton, OH.14 Mar. 2009. .

Colletti discusses the coordinated approach to financial literacy for girls that was started by the National Coalition of Girls' Schools in the U.S. The article stresses the importance for woman and girls to have sound financial literacy for success. Children have an understanding of finance and fairness even at a very young age. Therefore, young children are capable of learning about financial literacy at a very early age. The article also shares results of a financial skills study of teenage girls. Financial literacy education is a tool to help bridge the gap that woman have experienced throughout the ages.

This article reports on a small-scale study which examined the home literacy practices of a group of 3 and 4 year-old children in a working-class community in the north of England and explored how far these practices were reflected in the curriculum of the nursery the children attended. The data illustrate that there was a dissonance between out-of-school and schooled literacy practices and that there was more evidence of nursery literacy practices infiltrating the home than vice versa. Children's literacy practices in the home were focused on media and popular cultural texts and the article argues for greater recognition of these contemporary cultural practices in early years policy documentation and curriculum guidance. (Abstract taken from JSTOR.)

In this prospective study home literacy is considered a multifaceted phenomenon consisting of a frequency or exposure facet (opportunity), an instruction quality facet, a parent-child cooperation facet, and a social-emotional quality facet. In a multiethnic, partly bilingual sample of 89 families with 4-year-old children, living in inner-city areas in the Netherlands, measures of home literacy were taken by means of interviews with the parents and observations of parent-child book reading interactions when the target children were ages 4, 5, and 6 years. At age 7, by the end of Grade 1, after nearly 1 year of formal reading instruction, vocabulary, word decoding, and reading comprehension were assessed using standard tests. Vocabulary at age 4 and an index of the predominant language used at home were also measured in order to be used as covariates. Correlational and multiple regression analyses supported the hypothesis that home literacy is multifaceted. Home literacy facets together predicted more variance in language and achievement measures at age 7 than each of them separately. Structural equations analysis also supported two additional hypotheses of the present research. First, the effects of background factors (SES, ethnicity, parents' own literacy practices) on language development and reading achievement in school were fully mediated by home literacy, home language, and early vocabulary. Second, even after controlling for the effects of early vocabulary and predominant home language, there remained statistically significant effects of home literacy, in particular, opportunity, instruction quality, and cooperation quality. (Abstract taken from JSTOR.)

Using a nationally representative sample of 13,609 kindergarten children in 2,690 classrooms and 788 schools from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, along with three-level hierarchical linear models, this study investigates the impact of early literacy instruction on kindergarten children's learning, as measured by direct cognitive test scores, indirect teacher ratings of children's achievement in language and literacy, and indirect teacher ratings of children's approaches to learning. Two composite measures of phonics and integrated language arts are constructed from teachers' reports of their instructional practices. Findings show that classroom mean outcomes were significantly higher when classroom teachers reported using both integrated language arts and phonics more often. However, children with low initial performance benefited less from integrated language arts instruction, as measured by direct measures of achievement; such differential effects of instruction were not observed for teacher ratings of children's achievement and learning style. Policy implications of the findings are discussed. (Abstract taken from JSTOR.)

Thia article is about a study done on the connection between parents ready to their children and their development of literacy. It says that the children that were read to a year later had become more literate. This is a very interesting study.