Constructions of Childhood - Term Paper Example

Running Head: CONSTRUCTIONS OF CHILDHOOD Constructions of childhood Name Course Institution Date Constructions of childhood Introduction Constructions of childhood are among the significant contemporary early childhood issues that influence the principles and practices of early childhood educators and the community in general. These constructions are representations of beliefs, views and images about childhood and what it entails. Constructions of childhood mainly centre on views and theories on children’s development and childhood innocence. Some of the dominant constructions on childhood accentuate that children are innocent and that all children go through a set of development stages in the same way. Over time, some of the dominant constructions on childhood have been challenged. For instance postmodernist view of construction of childhood accentuate that there are no universal or standard principles of practice in early childhood education mainly because different cultures , social and ethnic groups have their own values and views on children and the concept of childhood (Alloway, 1997). Basically, various constructions of childhood or children greatly impacts on the ways in which parents, families, the society and early childhood educators relate to children. As for early childhood educators constructions on childhood influence the decisions that they make particularly with regards to how they develop and implement the curriculum and the pedagogical approaches that they use within the learning settings (Woodrow, 1999). This paper seeks to examine the way in which childhood constructions will relate to and impact on my future work as an early childhood educator. It will examine both the positive and negative impacts of construction of childhood on my practice and profession as an early childhood educator. It will also examine the link between constructions of childhood and other contemporary issues in early childhood education. Moreover, this paper will provide recommendations for strategies that can be used introduce changes in relation to constructions of childhood in my professional practice and the community. Literature Review A critical review of literature on constructions of childhood, provide a significant conceptual tool for re-evaluating dominant principles and practices in early childhood education. Woodrow (1999), re- examines three dominant constructions of childhood that are deeply embedded in the principles, policies and practices of early childhood education in most western countries. Among the constructions of childhood that she examines in her article include; childhood innocence, child as monster or threat and child as embryo adult. Woodrow observes that childhood innocence is one of the dominant constructions of childhood in the western world. This construction of childhood innocence has over the years been influential in principles, practices and policies of early childhood education. For instance, it has contributed advocacy especially with regards to children’s rights and child protection. On the other hand, this notion of childhood innocence has been disregarded and disputed on grounds that it is problematic for early childhood pedagogy and curriculum. For instance, Silin (1995) notes that, this construction on childhood innocence can contribute to ignorance. He notes that, when this construction is embedded within the curriculum, it limits children from opportunities to explore and create responses to realities of life. Silin further argues that when constructions on childhood innocence become the dominant frame in the curriculum, there is tendency for educators and even the society to exclude unpleasant and harsh realities such as death, social realities and AIDS from the curriculum. When educators and the community construct nurturing, sanitised and safe environments, they disconnect children from real life experiences (Silin, 1995). With regards to constructions of child as monster or threat Woodrow (1999), observes that the constructions of child as monster or threat is a dominant conception that is embedded in early childhood principles, policies and practices. Incidents whereby some children have committed murders and other atrocities such as the case of James Bulger in the United Kingdom have further instigated and strengthened constructions of child as monster or threat. This influence of this construction is evident in early childhood education. For instance, emphasis on rules in a bid to ensure conformity and reinforce adult authority is mainly embedded on the constructions of child as threat or monsters. In addition the frequent use of reward stickers and time-out to reinforce good behavior is an apparent classroom practice based on this construction of childhood. The dominance of this construction portrays the role of a teacher to be very powerful and authoritative. As a result, conditions that enable children to negotiate autonomy and power are constrained. Consequently, children are denied the chance to create and follow their construction of what is ethical or moral. Moreover, the dominance of this construction inhibits the development of caring and trusting relationship between teachers and children (Woodrow, 1999). The construction of child as embryo is also a very dominant and influential construction in early childhood education. This construction accentuates on childhood conception as a series of stages that a child naturally develops from immaturity to rationality. It is strongly embedded in philosophies, policies and practises in early childhood education and has been adopted into the child development frame. One of the areas in which this construction has been influential is in the development of pedagogy. The dominance of this construction creates little space for accommodating diversity amongst children since children who do not go through the set expected stages of development are regarded as abnormal or ‘in need of help’ (Woodrow, 1999). Following her re-evaluation of these constructions Woodrow establishes that these constructions are problematic especially with regards to the agency for the child and power relations. She also established that these constructions can act as constraints in the early childhood curriculum (Woodrow, 1999). On a similar note, Fleer (2005), identifies the need to critique constructions on ‘child development’ in New Zealand and Australia. Knowledge on child development is a fundamental knowledge required in order for early childhood educators to be effective in their practice. Fleer examines different outlook on child development as presented by various scholars in Australia. Subsequently, he concludes that the application of child development in Australia is wanting since much emphasis is placed on the expectations of specific age. It is worth noting that the age in which children start to make contributions to particular activities is dependant on the kind of constraints or support of the surrounding community (Rogoff, 2003). A close analysis of different cultural communities proves that there is no definite age where certain milestones should be met since there are variations on what is expected at different ages in varies communities. Rogoff (2003), observes that the age of accomplishment is related to the opportunities that are provided to children to observe and participate in activities that will contribute to the development of particular skills (Rogoff, 2003). In his article, Myths of childhood, Gibson (1996), explores and critiques constructions of childhood. He focuses on constructions on innocence, childhood as root to adult damage or discontent and parental perfection. Subsequently, Gibson argues that by adhering to a romantic view of childhood children are limited from the capacity, complexity and rights (Gibson, 1996). Influence of constructions of childhood in my professional practice In my professional practice constructions of childhood evidently influence my understanding and practice as an early childhood educator in various ways. These constructions underpin my interactions with children and are deeply embedded in my response to ideas and behaviors of children. The images and views that I hold about childhood profoundly influence the decisions and choices I make in relation to the overall early childhood pedagogy and curriculum. Some of the dominant constructions that have greatly influenced my professional practice include; constructions on child development, childhood innocence and children as threats. Personally, I recognize that some of these constructions are wanting since they are based on a set of assumptions and they lack self evident truths about children, childhood, parenting and education. Moreover, the emergence of postmodernist view in early childhood further challenges some of these dominant constructions on childhood. In the subsequent sections of this paper, I will discuss the positive and negative impacts of constructions on childhood in my professional practice. I will further link these constructions to some of the contemporary issues in early childhood education such as ethics (Woodrow, 1999). Positive impacts Constructions of childhood help teachers and early years educators to clearly define and understand their roles. For instance, constructions on childhood innocence portray children as weak and vulnerable creatures in need of guidance and protection from their parents, teachers and the community. With reference to this construction, teachers, educators, parents and the community in general develop the perspective that their roles incorporate guiding and protecting children and acting as activists for children rights. Furthermore, constructions of children as threats enable parents and educators to take up their roles as forces of authority and discipline in the lives of their children. In my professional practice, these constructions have enabled me to understand my roles and what is expected from me as an early childhood educator. These constructions provide a framework for analysing effective professional practice and personal self-efficiency based on core beliefs and perspective on the roles of early childhood educators. As a result of the increased clamor for standards and accountability in this field, there is need for early years educators to understand and effectively implement their roles (Rodd, 1998). Constructions of childhood evidently help teachers and early years educators to clearly define and understand their roles. Moreover, constructions on child development help to set milestones in which the social, physical and cognitive development and achievement of children can be evaluated. For example, Piaget’s developmental theory is one of the commonly referred to child development concept in early childhood education. His theory is largely embedded in philosophies, principles, policies and practices in early childhood education. Basically, Piaget‘s theory accentuates that all children go through a set of development stages in the same way. According to this theory children who fail to attain the milestones set in the different developmental stages are considered to be lagging behind thus they require help (Berk, 2006). In Australia, constructions on child development are embedded on policy initiatives in preschool, curriculum such as Foundation Learning Areas', the South Australian curriculum document and the Queensland School Curriculum Council. In my professional practice, constructions on child development enable me to make decisions on the kind of pedagogical approach to employ in order to achieve the set learning objectives. For instance, Piaget‘s theory on child development provides a framework that enables me to understand what children can grasp and what they cannot grasp in different development stages. This in turn enables me to plan in advance the type of pedagogical approaches to employ or the activities to use in the classroom in order to enhance the understanding of children. Negative impacts Dominant constructions of childhood such as childhood innocence, child development and child as monster offer limited capacity for conceptualising childhood. These constructions are also inadequate resources for addressing challenges revolving around important political and structural changes. In some sense these constructions are not stable and their meanings are contestable. The emergence of postmodernist views in early childhood education has put into question the validity of some dominant constructions on childhood. Postmodernist view on principles and practices in early childhood education accentuate on the fact that there are no standard or universal principles of practice in early childhood education since different cultural and social groups have their own view and values when it comes to dealing with children. Postmodernist views have altered the views of many educators and communities around the world and have altered the notion of definite universal principles and practices in early childhood education. Instead, practices in early childhood education are contextually determined by educators (Alloway, 1997). In my practice some of the negative impacts associated with the influence of dominant construction of childhood include the fact that some of these constructions limits children from opportunities to explore and create responses to realities of life. Furthermore, some of this construction inhibits the development of caring and trusting relationship between teachers and children (Woodrow, 1999). In addition, some dominant constructions on childhood creates little space for accommodating diversity amongst children since children who do not go through the set expected stages of development are regarded as abnormal or ‘in need of help’ (Woodrow, 1999). Recommendations for improving the implementation of constructions of childhood One of the ways in which better outcomes can be realised from the dominating constructions of childhood is be ensuring that parent, educators and the community is aware of the competing image of childhood that are embedded in the principles, policies and practices of early childhood education. They should also be aware of the weakness embedded in dominant constructions of childhood. By creating awareness when it comes to these issues parents, educators and the community in general are bound to foster an open mind when it comes to dealing with children and addressing issues relating to students. For instance with regards to constructions on childhood innocence, it is essential for parent , educators and even the community to protect and safeguard the rights of children nevertheless , this construction should not be use as an excuse to shield children from the realities of life. Moreover, with regards to constructions on child as threat or monsters it is essential for parents, educators and the community to act as force of authority and discipline while at the same time ensuring that they build healthy and trusting relationships with children. In addition, when it comes to constructions on child development, parents, educators and even the community should create room to incorporate diversity. They should understand that the cognitive and social development of children is dependant on the kind of constraints or support of the surrounding community (Rogoff, 2003). Therefore, children who do not achieve certain milestones in a particular stage of development should not be victimised or considered as abnormal. Instead, this construction should enable parent, educators and even the community to accommodate the diversities amongst children. Conclusion This paper has examined the way in which constructions of childhood relate to and impact on my future work as an early childhood educator. It has explored both the positive and negative impacts of construction of childhood on my practice and profession as an early childhood educator. The findings of this paper depict that constructions of childhood are among the significant contemporary early childhood issues that influence the principles and practices of early childhood educators and the community in general (Woodrow, 1999). A critical review of literature on constructions of childhood, provide a significant conceptual tool for re-evaluating dominant principles and practices in early childhood education that are embedded in these constructions. For instance, some of these constructions have been disregarded and disputed on grounds that they are problematic for early childhood pedagogy and curriculum. Therefore, in order to ensure better outcomes from dominating constructions of childhood, it is essential for parents, educators and the community to be aware of the competing images of childhood and weakness of constructions that are embedded in the principles, policies and practices of early childhood education. By creating awareness when it comes to these issues parents, educators and the community in general are bound to foster an open mind when it comes to dealing with children and addressing issues relating to students. References Alloway, N. (1997). Early childhood education encounters the postmodern: What do we know? What can we count as ‘true’? Australian Journal of Early Childhood. Vol 2, No. 2, pp.1- 5. Berk, L. (2006). Child development. New York: Allyn and Bacon. Fleer M. (2005). 'Developmental Fossils - unearthing the artefacts of early childhood education: The reification of 'Child Development', in AJEC, Volume 30, No 2, June, Early Childhood Australia, pp.2-7. Fleer, M. (2005b). The cultural construction of family involvement in early childhood education: some indigenous Australian perspectives. Australian Educational Researcher, Vol 31, No.3, pp. 51-68. Rodd, J. (1998). Leadership in early childhood: the pathway to professionalism. Cornell University: Open University Press. Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press. Silin, J. (1995). Sex, Death and the Education of Children: Our Passion for Ignorance in the Age of AIDS. New York: Teachers College Press. Woodrow, C. (1999). "Revisiting images of the child in early childhood education: Reflections and considerations." Australian Journal of Early Childhood 24(4 ), p.7 Read More