Outline:

THE ECOLOGY OF COMMUNITY

Community cuts across various ecologies. In as far as the learners and teachers are
concerned, community can serve as a learning environment and a support system.

I. Community: Structure and Functions

A community is a group living in the same geographic area (neighborhood, town, or

city) under common laws; it is also a group of people sharing fellowship, a friendly
association, and common interest.

1.1 Community derives from the Latin communis, which means “shared”.
1.2 The concept of sharing can refer to space, norms, values, customs, beliefs, rules,
or obligations.
1.3 Humans need to cooperate with others in order to share in order to share in the
necessities of life-food, shelter, and security. A community is structured to have five
functions (Warren, 1983):
a) Production, distribution, consumption.
b) Socialization. Community has means by which it instills its norms and values in
its members.
c) Social Control. To enforce adherence to community values.
d) Social Participation. Community fulfills the need for companionship.
e) Mutual Support. Community enables its member to cooperate to accomplish
tasks too large or too urgent to be handled by a single person.
II. The Community’s Influence on Socialization

The neighborhood or neighborhoods (nearby geographic areas) in which we grew up

conjure up rich imagery of what constitutes a sense of community.

1.1 Physical Factors

Research has shown that certain characteristic of the physical environment of the
community influence the behavior of those who live there, especially children (Bell,
Greene, Fisher, & Baum, 2005).
a) Population Density and Composition. Population density refers to the number of
people occupying a certain area of space.
b) Noise. Sound that is undesired or influences with that to which one is listening.
c) Arrangement and Types of Houses. Houses and streets are arranged affects
the interactions among people living in a neighborhood (Bell et al., 2005;
Garbarino, 1992).

1.2 Economic Factors

Economic factors in a community play a central role in shaping the daily lives of
families who lie and work there.

a) Community economics affect the costs of housing, transportation, education

and health care.
b) Children’s economics well-being is directly related to that their families.
c) Community economics, specifically unemployment, is related to how children in
families are socialized.
 1.3 Social and Personal Factors

These factors include the neighborhood setting and patterns of community interaction.

a) The neighborhood setting. Referring to people and places nearby, is the

geographic setting in which children generally spend their instructed time
(Garbarino, 1992)
b) Patterns of Community Interaction. An important factor in development,
according to Bronfenbrenner (1979; 1989), the developmental potential of
setting- in this case, the community- is enhanced as a function of the number of
its supportive links with other setting the child might be in, such as the family or
school.

III. The Community as a Learning Environment

The community is a setting that provides much potential for learning (Decker & Decker,
2001). Libraries, museums, zoos, farms, business, people’s experience and collectibles (family
heirlooms, antiques, photograph, and so on) are all rich sources for involving children (Hatcher
& Beck, 1997).

1.1 Business community can facilitate child socialization by fostering school and
related educational work or recreational projects in several ways.

1.2 The community becomes a place and a resource for learning when citizens
(parents, educators, business people, religious groups, service providers, legislators) are
committed to mutually beneficial goals that focus on the positive growth and development of
children (Decker & Decker, 2001; Pagano, 1997).

IV. The Community as a Support System

The community can provide informal support to families, as when neighbors watch each
other’s children or share resources, or it can provide formal support through its publicly or
privately funded community services.

a) Increasing population. More people compete for available resources, more people
need supportive services to survive- job assistance, housing assistance, financial
support, food subsidies, and medical care.
b) Changing nature of the family. When relatives are unavailable, families turn to the
community for support.
c) Increasing urbanization of communities. The community is expected to provide open-
space areas for recreation.

V. Chronosystem Macrosystem Influences on Community and Services

The macrosystem, economics, relates to various sources of funding for a community

service. Agencies providing services may be public, private, or a combination.

1.1 Private agencies may be financed by donations, membership dues, corporate

contributions, consultation fees, investment income, foundation grades, publication sales, or
conference fees.

1.2 Combination agencies, those using both public and private sources of money, may get
government grants to implement research or innovations and private donations to provide
services over and above what is funded by the grant.

VI. Preventine, Supportive, and Rehabilitative Services

Community services, whether publicly or privately funded, can be categorized according to

their primary function as preventine, supportive, or rehabilitative.
 a) Preventive services attempt to lessen the stresses and strains of life resulting from
social and technological changes and to avert problems.
b) Supportive services include educational programs, counseling services, health
services, policies related to demographic changes, employment training, and
community development projects.
c) Rehabilitative services enable or restore people’s ability to participate in the community
effectively.

1.1 Preventive Services: Parks, Recreation, and Evaluation. The purpose of preventive
services is to provide for people’s needs for space, socializing, physical activity, and
mental stimulation.

1.2 Supportive Services: Family and Child. The purpose of family services is to preserve a
healthy family life by helping family members achieve harmonious relationships.

a) Referrals. Problems that threaten the stability of family include discord between
husband and wife, discord between parent and child, illness, accidents, economic
problems, desertion, delinquency, teen pregnancy, and alcohol or drug abuse.
b) Economic Assistance. Both public and private social agencies offer family services.
c) Counseling. Family services include marriage counseling, prenatal and family
planning, family life education, homemaker services, and senior citizen services.
d) Correction. Correctional services are provided for children, youths, and adults who
have difficulties abiding by the legal rules of community life.
e) Mental Health. Children are usually referred to local child guidance clinics by
teachers, medical personnel, or the court.
f) Special Needs. Services for recent immigrants to the United States encompass
education.

VII. Community Involvement and Advocacy

To support services for families and children, one must be aware of what needs to be
done and be willing to do it.

VIII. Types of Advocacy Groups

In addition to the unmet needs of children examined earlier, there are still many others,
such as child mistreatment, a more humane system of juvenile justice and transition programs
young people.

IX. Advocating for Child Protection

Advocacy for children is exemplified in the law (macrosystem influence) and in the
community services provided to help families (mesosystem influence).

Summarization:
 The Ecology of Community

Community cuts across various ecologies. The learners and teachers are concerned,
community can serve as a learning environment and a support system, enables children to
experience or to learn something in real situation. To learn about the structure and functions of
the community, how it is influences socializations within the ecology of schools, and ecology of
teachers.

A community is a group of people living in the same geographic are (neighborhood,

town, or city) under common laws; it is also a group of people sharing fellowship, a friendly
association and common interests. Community ecology comprises the psychological and
practical relationships between people and their social, as well as physical environment. The
need of the community is both psychological and practical, or economic. A community is
structured to have five functions (Warren, 1983): 1) production distribution and consumption,
2) socialization, 3) social control, 4) social participation and 5) mutual support. The ways in
which a particular community performs these functions influence the socialization of children
growing up there.

Neighborhood or neighborhoods in which we grew up conjure up in rich imagery of

what constitutes a sense of community. The way we picture out a things that we may see and
apply it to ourselves. Part of the imagery of the neighborhood in which we grew up involves the
people who lived around us. We may visualize it to remember some community traditions that
they believed in. The community is a socializing agent because it is where children learn the
role expectations for adults as well as for themselves. It is in the community that children get to
observe, model, and become apprentices to adults; it is in the community that children get to
“try themselves out” and socialization requires active involvement.

Research has shown that certain characteristic of the physical environment of the
community influence the behavior of those people who live there especially children (Bell,
Greene, Fisher, & Baum, 2005). These characteristic are population density and composition
which refers to the number of people occupying a certain area of space. Noise is sound that is
undesired or interferes with that to which one is listening. Arrangement and types of houses
the way houses and streets are arranged affects the interactions among people living in a
neighborhood (Bell et al., 2005; Garbarino, 1972). Play setting influence socialization by the
types of activities that occur in them and by whether or not adults are present to supervise.

Economic factors in a community play a central role in shaping the daily lives of
families who live and work there. Community economics affect the costs of housing,
transportation, education and health care. Community economics, specifically unemployment,
is related to how status a family will be because of being into family that has nothing to do, that
lives in a predominately poor neighborhood and might affect their life because some of them
tend to work early in spite of having gone to school.

In addition to the physical and economic characteristic of a community, certain other

factors, less tangible and more individualistic, influence socialization. These factors include the
neighborhood setting and the patterns of community interaction. The neighborhood setting
referring to people and places nearby, is the geographic setting in which children generally
spend their time. Patterns of community Interaction is an important factor in development
because, according to Bronfenbrenner (1979; 1989), the development potential of a setting
where it enhance as a function of the number of its supportive links with other settings the
child might be in, such as the family or school.

The community is a setting that provides much potential for learning (Decker & Decker,
2001). Libraries, museums, zoos, farms, business, people’s experience and collectibles are all
sources for involving children (Hatcher & Beck, 1997). The community becomes a place and a
resource for learning when citizens are committed to mutually beneficial goals that focus on
the positive growth and development of children (Decker & Decker; 2001, Pagano, 1997). The
community can provide informal support to families, as when neighbors watch each other’s
children or share resources, or it can provide formal support through its publicly or privately
funded community services.

Community services, whether publicly or privately funded, can be categorized

according to their primary function as preventine, supportive, or rehabilitative. Preventive
services attempt to lessen the stresses and strains of life resulting from social and
technological changes and to avert problems. Supportive services include educational
programs, counseling services, health services, policies related to demographic changes,
employment training, and community development projects. Rehabilitative services enable or
restore people’s ability to participate in the community effectively.

To support services for families and children, one must be aware of what needs to be
done and be willing to do it. In addition to the unmet needs of children examined earlier, there
are still many others, such as child mistreatment, a more humane system of juvenile justice
and transition programs young people. Advocacy for children is exemplified in the law
(macrosystem influence) and in the community services provided to help families
(mesosystem influence).

MY EDUC 8 LEARNING DIARY NO. 1

NAME: Calinawan, Marylene R.
COURSE/SECTION: BEED 3C
DATE: Nov 20, 2020
TIME: 7:00 pm
INSTRUCTION: Please respond to all questions in each item, be very detailed in your
responses.
THERE ARE NO RIGHT OR WRONG ANSWERS.
BEFORE SELF-GUIDED LEARNING SESSION
1. Are you going to work on the Educ 8 learning modules? If, no, why? If yes, what topic or
page are you on?
- Yes, I’m going to work on the Educ 8 learning modules today and I’m currently reading it.
2. If you answer above is no, stop right here. If you answer is yes, please continue: what are
your Educ 8 learning goals this time? What tasks do you intend to finished?
- My learning goals this time is to finish reading and answer it so that I can be able to start the
learning activity.
3. How confident are that you can achieve your Educ 8 learning goal/s today? How would you
rate your confidence in a scale of 1-10, where 10 means very confident?
- I would rate myself 7 because I am not confident that I can achieve my learning goals today
but I’m trying my best to achieve it all.
4. Describe your feelings right now about the topic you are on. Are you excited or not?
Please describe your feeling in words.
- My feelings right now is happy at the same time feeling drained because I can be able to do
the activities even though there are hard times to understand it.
5. What are your specific plans to achieve your Educ 8 learning goals? What are you going to
do to make sure that you will reach your Educ 8 learning goals?
- My specific plans is to achieve my learning goals so that I can be able to pass it before the
deadline and I will make sure that I can finished it all and to be able to do the other task in this
module.
.AFTER SELF-GUIDED LEARNING SESSION
1. How much did you spend on the Educ 8 learning module today? How much of that time you
spent studying effectively?
- I spend 6 hours today because it is hard to understand easily the topic.
2. What were the actual learning activities that you did? Did you take notes, Make an outline,
write a summary, ask a friend, or what? Did you check the internet for more enriching learning
videos and materials? Narrate everything that happened during your self-guided learning
session.
- I did is asking a my friend on what I don’t really understand about the topic and I do a take
notes so that I can easily see the main point about the topic, also I do check internet to have
more idea about the specific topic and to determine to answer the activities.
3. How do you evaluate the results of your learning session? Did you reach Educ 8 learning
goals that you stated earlier? Describe your quality of your learning. Did you understand the
material well?
- I do evaluate my learning session on what my understanding about the topic on how would I
achieved those learning activities and the material really help me a lot to understand really well
the topic that I may confuse sometimes.
4. Describe your feelings right now. Are you satisfied with the results of your learning session?
How would you rate your satisfaction in a scale of 1-10, where 10 means very satisfied?
- I am satisfied about the results that I could be able to understand it and if I rate my learning
session it would be 8.
5. To achieve Educ 8 learning goals tomorrow or in the future, what could you do better than
today?
- To achieve Educ 8 learning goals tomorrow or in the future is to study it well so that can be
able to teach children really well in the near future and to be able to apply it in myself.

MY EDUC 8 LEARNING DIARY NO. 2

NAME: Calinawan, Marylene R.
COURSE/SECTION: BEED 3C
DATE: Nov 24, 2020
TIME: 12:00 pm
INSTRUCTION: Please respond to all questions in each item, be very detailed in your
responses.
THERE ARE NO RIGHT OR WRONG ANSWERS.
BEFORE SELF-GUIDED LEARNING SESSION
1. Are you going to work on the Educ 8 learning modules? If, no, why? If yes, what topic or
page are you on?
- Yes, I’m going to work on the remaining task in this module which is the post-test today and
I’m currently reading it.
2. If you answer above is no, stop right here. If you answer is yes, please continue: what are
your Educ 8 learning goals this time? What tasks do you intend to finished?
- My learning goals this time is to finish the tasks this time or maybe I can continue the other in
the evening to be able to accomplish this day.
3. How confident are that you can achieve your Educ 8 learning goal/s today? How would you
rate your confidence in a scale of 1-10, where 10 means very confident?
- I would rate myself 7 because I am not confident that I can achieve my learning goals today
but I’m trying my best to achieve it all.
4. Describe your feelings right now about the topic you are on. Are you excited or not?
Please describe your feeling in words.
- My feelings right now is happy because I can be able to do the activities even though there
are hard times to understand it.
5. What are your specific plans to achieve your Educ 8 learning goals? What are you going to
do to make sure that you will reach your Educ 8 learning goals?
- My specific plans is to achieve my learning goals so that I can be able to pass it before the
deadline and I will make sure that I can finished it all.

AFTER SELF-GUIDED LEARNING SESSION

1. How much did you spend on the Educ 8 learning module today? How much of that time you
spent studying effectively?
- I spend 4 hours today reading it and taking down notes.
2. What were the actual learning activities that you did? Did you take notes, Make an outline,
write a summary, ask a friend, or what? Did you check the internet for more enriching learning
videos and materials? Narrate everything that happened during your self-guided learning
session.
-What I did is asking a friend on what I don’t really understand about the topic that I think I got
confused understanding it and I do a take notes so that I can easily see the main point about
the topic, also I do check internet to have more idea about the specific topic.
3. How do you evaluate the results of your learning session? Did you reach Educ 8 learning
goals that you stated earlier? Describe your quality of your learning. Did you understand the
material well?
- I do evaluate my learning session on what my understanding about the topic on how would I
achieved those learning activities and the material really help me a lot to understand really well
the topic and if I think I satisfied to what my answer is because I can be able to answer and
understand it.
4. Describe your feelings right now. Are you satisfied with the results of your learning session?
How would you rate your satisfaction in a scale of 1-10, where 10 means very satisfied?
- I am satisfied about the results that I could be able to understand it and if I rate my learning
session it would be 8.
5. To achieve Educ 8 learning goals tomorrow or in the future, what could you do better than
today?
- To achieve Educ 8 learning goals tomorrow or in the future is to study it well so that can be
able to teach children really well in the near future and apply it so that you can be a good
influence to your students someday.