How Settings Can Be Used to Evoke Childrens Opinions - Literature review Example

Action Research Report on How Settings Can Be used To Evoke Children’s Opinions Introduction Diversity is one of the most inevitablerealities of today’s globalized generation. As the world tends towards internationalization, immigration has become a commonplace phenomenon. Consequently, cross-cultural interactions are an essential component of our day-to-day lives not only in the workplace, but increasingly, in our neighborhoods and schools. With progressive maturity of the society, these effects begin to trickle down to the lower echelons of the education sequent. As a result, children encounter diversity in a much broader constitution and at a much younger age. This diversity may manifest itself in many different ways, including in terms of the languages spoken in the school (Marti-Bucknall, 2002). Thus, practitioners are facing changing diversity dynamic in terms of early childhood education practice. This early engagement with a broad category of diverse individuals at a much younger age provides both opportunities and challenges for education practitioners dealing with children within such a setting. It proves to be a challenge because wherever diversity exists, there is usually a need to apply several different approaches to suit the different individuals’ needs (Bertram & Pascal, 2002). In the context of children at the early education level, practitioners must therefore approach their task even more delicately since children generally tend to have varying needs (Scott et al., 2008) and the presence of a diverse constitution of learners only serves to complicate this situation. At the same time, it is an opportunity for practitioners to understand children’s perceptions on diversity and to monitor how perceptions about the various elements of diversity develop. Such is the basis of the current action research that is described in the ensuing sections of this article. It is set within a private Montessori nursery setting for children of up to five years of age. In the planning and design of daily activities, tenets of the Montessori philosophy are adhered to. Moreover, the activities are also set up in line with EYFS guidelines. The institution has an equal opportunity policy, which dictates that there should be no form of discrimination against any child, parent or practitioner for any reason whatsoever. This policy is essential in promoting tolerance to diversity, particularly in light of the changing global dynamics previously outlined. At the institution, we celebrate all cultures and we encourage parents and children to embrace their culture. I believe that the best way to expose children to diversity and to promote equality is to ensure that every child is comfortable with their own cultural background, when set within a diverse cultural setting. This is as opposed to having a homogeneous setting, which while even though mundanely so, propagates a particular culture or entities of it as being superior to others. This is because although such homogeneity may be founded in a standard or perhaps urbanized underpinning, even such underpinnings stem from a certain culture. Moreover, even where this may not be the case, having a homogeneous system will tend to erode the esteem with which children or individuals regard their own traditional or cultural entities. However, promoting cultural artifacts and practices, is likely to lead to a high sense of regard about traditions and cultures. Consequently, I encourage parents to dress their children with cultural attire and to also bring an item that is symbolic of their culture. I believe that doing so will encourage the children to embrace their culture and to regard it with the same level of esteem as that of others. Moreover, I also believe that by perceiving the different and diverse cultural entities that exist, the child becomes sensitized to the notion of diversity and that this will promote equality. During this practice, parents were highly involved in the children’s activities. Consequently, I chose to base my action research on this area, whereby partnerships would be established that would involve parents. To achieve parent participation, I chose to use the key person system. The critical question that I hoped to answer is how can parental involvement be used as a means towards promoting diversity and addressing inequalities? Theoretical Framework Education during Formative Stages Children learn differently at different ages. One of the more sensitive periods of learning is during the early childhood years, which constitute what is regarded as the foundation for the rest of the individual’s life (Mustard, 2000; Rutter, 2002). This is because during this time, the child is undergoing growth and development in their cognition, social, language, emotional and physical competence (Robinson & Criss, 2005). This foundation is of great importance and affects further learning at other levels (Guild, 2000). There is much research to indicate that quality early childhood education is of great value to the development of healthy competent children (Espinoza, 2002; Friendly &Browne, 2002; Shonkoff & Phillips, 2000). The different social contexts within which this development takes place is important in affecting the way the child understands their world. Research conducted in this regard indicates that by the time children enter primary schools, they have already developed perceptions of difference, which are based on, and perpetuated by, the stereotypes and prejudices prevailing in the general society. These perceptions of difference are what determine the biases and discriminations extended by such children. The implication of such findings is that the environment within which children are brought up is an important determinant of their ensuing perceptions of difference and their consequent prejudices and biases. Moreover, the influence of children’s perceptions can never occur to early, with research indicating that such perceptions can set in at as early as age 2. According to Robinson & Criss (2005), one study indicated that positive or negative feelings about differences observed by 2- and 3-year-old children developed at the same time that they became aware of the existence of such differences. The feelings developed further influence social relationships. Consequently, the perceptions that children acquire during early childhood are highly instrumental in affecting their reactions towards diversity. Rodd demonstrates the need to have early childhood curricula that are in tune with the trend of increasing cultural diversity in countries all around the world (1996). On their part, (Moyles & Papatheodorou, 2012) write that early education has a sensitive role in transmission of culture, whereby it is internationally intended as the intergenerational medium such transmission. This highlights a preparative role of early childhood education, which is made more important by changing dynamics on diversity which affect children’s readiness for school (Grimley & Bennett, 2000). It is therefore important to establish appropriate methods through which positive feelings can be introduced as differences begin to set in (Dockett & Perry, 2003). This will enable the children to develop a positive attitude towards diversity and to individuals who are perceived to be different. Children Empowerment In learning One of the most pertinent facts and factors that pedagogues must take into consideration in the course of their practice is that children are different. Thus, methods that may be appropriate for one child may not be suitable for another, regardless of whether they are at the same level of learning. As a professional, the pedagogue must therefore learn to respect and value each child, and pay heed to the uniqueness of each child (Scott et al., 2008;Gandini & Edwards, 2001). Early childhood pedagogues must consider the children’s individualized plan during this stage of education (Talay-Ongan, 2001). Understanding and respecting that children are different is the first step towards a successful practice, since it enables one to embark on a mission of identifying what method is appropriate for each child. An important implication of the differences in children as well as their learning ability is that it is becoming increasingly imperative not only upon pedagogues, but in the general society, that children need to be listened to. Scott et al. (2008) point out that early education and childcare practitioners need to treat children as unique and whole individuals, and to enquire from them what they want to do and how they want to do it (McKechnie, 2002; Swaminathan, 1998). This introduces an element of self-empowerment in the learning process. This is indeed one of the building tenets of the progressive education school of thought. Progressive educators contend that children’s perspectives need to be an integral consideration in the process of educational planning and implementation (Einarsdottir & Wagner, 2006). However, this view on education has remained largely ignored, and tends to be confined to the preschool level, where it has received wide acceptability. An illustration of the regard for children’s input within the larger society is provided by (Einarsdottir & Wagner, 2006). They indicate that in countries such as Norway and Sweden, children have their own ombudsman. This is an astute illustration of the weight that the modern and postmodern world attaches to the opinions and perspectives of children. The Montessori Method The Montessori method, as it is commonly referred to as, was a revolutionary educational philosophy, introduced by Maria Montessori. Montessori was not an educationist, but a medic by profession, specializing in anthropology and psychology (Kramer, 1976). However, her study of educational methods led her to believe that they were wanting and therefore her consequent work that led to her revolutionary approach to education. She believed that children were born with a unique potential waiting to be unearthed, rather than as blank slates, waiting to be filled (Singh, 2005). Based on this premise, she felt that the role of an educationist was to facilitate an environment in which the child was able to bring out their full potential (Montessori M. , 1972). Thus, to her, pedagogy was essentially about providing an environment within which children could work, and protecting their concentration once they had began their work (Cossentino, 2006). This is perhaps the most observable distinguishing factor of the Montessori approach, the environment. The Montessori approach concerns itself particularly with the design of an environment in which the child is able to unleash their inner selves and to work towards their fullness of their potential. The design of such an environment is holistically designed to maximize the child’s independence. As such, Montessori in her design of such an environment removed the heavy furniture, replacing them with much broader but lighter tables, which even two children were capable of moving around (Montessori, 2014). Moreover, the chairs are also small-sized. Didactic materials were placed on shelves, which are at such a height that they are conveniently accessible by the children. Such reforms in furniture, were in line with Montessori’s belief that the traditional stationery chair and desk only served the purpose of repressing the mobility of children (Montessori, Hunt, & Valsiner, 2013). She believed that contrary to this, children should be provided with maximum mobility and freedom to do as they desire. Clarification of the Action Research Project The project involves parents and children in a private Montessori nursery school targeting children of age five and younger. The project is based on the key person system. Parents are intimately involved in the project as the key person. Parents provide essential feedback regarding the environment and settings their children are exposed to when they are not in school. Based on this information, the practitioner is then in a better position to determine how settings affect the children’s environment. They are then capable of making determinations on how to ensure children are listened to. Based on the key person system, the project was set within the nursery as well as the individual home setting of the child. Thus, the project had no definite setting since the experiences of the child would also be fundamental in providing results for the project. A communication book was provided to every child, and was essential in evoking parental participation. This is because parents, in their capacity as the key persons, would comment in the communication books, based on the question asked by the practitioner. These questions were developed based on the topic for the upcoming week. The communication book was one of the tools used for data collection purposes. Not only were the parents required to comment in these books, they were also requested to include pictures of the child partaking in the outlined activity. Moreover, observation was also an essential data collection tool, especially in the classrooms where children would be observed as they participated in the various activities. The data collected and the results of this project are essential in designing and developing settings into environments whereby children can be listened to. The communication book is useful in understanding the experiences that the child has previously been exposed to, and how they affected the child’s ability to express themselves. From these results, it is then possible to develop environments where children can be listened to. The Action Research Project The Montessori method of education is one that advocates for the independence of the child during the learning process. The institution where I work, being a private Montessori, adheres strictly to the precepts of the Montessori philosophy, particularly in the design of daily activities. As such, a wide range of Montessori materials is placed at the disposal of the child. The classrooms are set out in such a way that children have easy access to these materials. Shelves are placed at a height that resonates with that of the children, so that any child can reach the material that they need by themselves. Moreover, the layout of the classroom is one that encourages exploration and development in all areas. The materials present are highly structured, which have particular ways of using them. Additionally, the materials are also self-correcting, such that the child is able to identify their mistake and make appropriate rectifications. An important note to point out is that the Montessori theory on education focuses on five areas. These are practical life, sensorial, language, mathematics and cultural education. Based on the Montessori system, it is desirable to create an environment where children can be listened to and understood. Indeed, it is the case that one of the most imperative dynamics of education in today’s modern world is that children are here to both be heard and seen (Einarsdottir & Wagner, 2006). In this context, quality childhood education promotes the child’s ability to communicate and be heard (Petrogiannis, 2002; Newport, 2001). However, this may not always be the case, whereby the environment may act as an inhibiting factor to the self-expression of the child, or to the ability of the practitioner to listen to the child. One such factor that may contribute to impedance of this ability is diversity, which may also lead to inequality (Smith, 2002). This is what prompted the current study, whose optimal goal was to identify ways through which the setting can be improved to generate an environment in which children are listened to. As I have earlier mentioned, I work in a private Montessori nursery setting for children of up to five years of age. The setting has an average of 100 children who attend on a daily basis. It also has over 30 staff with different qualifications. The setting within which this research was conducted has already been described. In summary, it is one that provides for optimal self-learning and self-correction by the children. The setting promotes personal social and emotional development through everyday activities for example, through practical life. Children develop skills that enable them to become increasingly independent. Independence is targeted in the daily activities that the children engage in. The children are encouraged to serve themselves at breakfast and lunchtime. After they finish eating, they scrap their own plates. The setting further promotes personal, social and emotional development through the key person system and partnership with parents. For the project, data was collected through a number of methods. The key person system was useful in gathering data. With this system, parents served as the key persons. The children were given communication books which the key persons, the parents, would fill with the question provided by the practitioner as their guideline. The prompts provided in the communication books target development matters. The content of the response provided by the key persons serves as the observation data, which is used in subsequent setting planning. The practitioner evaluates the observations and uses them for planning purposes, guided by the stage of development at which the child is. Data was also gathered through regular assessments on children’s development based on present learning goals. Having ongoing assessments assist practitioners identify whether a child is working towards the expected stage of development or that they will need support from another professional outside the normalized setting. Informal interviews are another tool used in data collection. This is where the child is queried on their feelings and views on different things. The feedback on their interests is then used to plan activities. In order to obtain the information required to generate appropriate environments, children’s feedback was constantly sought. One of the ways in which it was acquired is during circle time, where we would question children and ask them about their feelings. In particular, we would ask them how they felt as they came into the setting. We also asked which their favorite activity was. Apart from the direct and interview-like engagement with the children, feedback was also sought informally. This was while they were looking at or listening to story books. An adult would ask the children questions linked to the story but pertaining to their feelings. This was just one of the methods we used to encourage the children to express their feelings. Another end that we sought was to promote diversity. This was firstly by encouraging each child to be comfortable with its own cultural background. Moreover, we also printed out many different country’s flags. Besides the flag, a picture that is linked to or symbolic of the country. For instance, beside the flag of France, we placed a picture of the Eiffel tower while beside that of England, we placed that of the London eye. Moreover, under the image of the flag, we wrote the name of the country and the continent to which it belongs. Conclusion The project was useful in elucidating aspects of how diversity can be improved within an early educational setting. Moreover, it was provided important insights on how children can be encouraged to express themselves. Promoting cultural diversity is important especially in early education, which has been shown to have a large impact on numerous aspects of the child’s development. Moreover, this importance is intensified into a necessity by changing global dynamics, which are tending towards culturally diverse countries. While promoting such diversity, it is also important to harness the opinions and feelings of the child, by encouraging them to express themselves. Both of these functions can be achieved by influencing the setting of early childhood education, as has been illustrated by this research project. This is by designing an environment that exposes the child to the diversity that exists, while at the same time allowing the child to engage freely in whatever work activities they desire to. References Bertram, T., & Pascal, C. (2002). Early years education: An international perspective. London: Qualifications and Curriculum Authority. Cossentino, J. M. (2006). Big work: Goodness, vocation, and engagement in the Montessori method. Curriculum Inquiry , 36 (1), 63-92. Criss, J. D. (2005). Diversity And Difference In Early Childhood Education: Issues For Theory And Practice. London: McGraw-Hill Education. Dockett, S., & Perry, B. (2003). The transition to school: What’s important? Educational Leadership , 60 (7), 30–33. Einarsdottir, J., & Wagner, J. T. (2006). Nordic Childhoods and Early Education. IAP. Espinoza, L. M. (2002). High quality preschool: Why we need it and what it looks like. New Brunswick, N.J.: National Institute for Early Education Research, Rutgers University. Friendly, M., & Browne, G. (2002). Early childhood education and care as a determinant of health. Gandini, L., & Edwards, C. P. (Eds.). (2001). Bambini: The Italian approach to infant/toddler care. New York: Teachers College Press. Grimley, L. K., & Bennett, J. (2000). Beginning school ready to learn: An international perspective. School Psychology International , 21 (3), 322–335. Guild, D. E. (2000). The relationship between early childhood education and primary school academic achievement in Solomon Islands. International Journal of Early Childhood , 32 (1), 1–8. Kramer, R. (1976). Maria Montessori. New York: G.P. Putman’s. Marti-Bucknall, W. (2002). Teaching and learning in early childhood in German-speaking Switzerland: A case study. Childhood Education , 78 (6), 335–340. McKechnie, J. (2002). Children’s voices and researching childhood. In B. Goldson, M. Lavalette, & J. McKechnie (Eds.), Children, welfare and the state. London: Sage. Montessori. (2014). The Montessori Method. Montessori Helpe. Montessori, M. (1972). The Discovery of the Child. New York: Ballantine Books. Montessori, M., Hunt, J. M., & Valsiner, J. (2013). The Montessori Method. Transaction Publishers. Moyles, J., & Papatheodorou, T. (2012). Cultural Perspectives on Curricula. In T. Papatheodorou, & J. Moyles (Eds.), Cross-Cultural Perspectives on Early Childhood (pp. 111-115). London: SAGE. Mustard, F. (2000). Early childhood development: The base for a learning society. HRDC/OECD Meeting, 7. Ottawa. Newport, S. F. (2001). Early childhood care, work, and family in Japan: Trends in a society of smaller families. Childhood Education , 77 (2), 68–75. Petrogiannis, K. (2002). Greek day care centres’ quality, caregivers’ behaviour and children’s development. International Journal of Early Years in Education , 10 (2), 137–148. Robinson, K., & Criss, J. D. (2005). Diversity And Difference In Early Childhood Education: Issues For Theory And Practice. London: McGraw-Hill Education. Rodd, J. (1996). Children, culture, and education. Childhood Education , 72 (6), 325–329. Rutter, M. (2002). The interplay of nature, nurture and developmental influences: The challengeahead for mental health. Archives of General Psychiatry , 59 (11), 996-1000. Scott, F., Johnstone, L., Sayers, S., Anderson, E., MacMillan, M., & Paterson, M. (2008). HNC Early Education and Childcare. OXford: Pearson Publ Oxford Heinemann. Shonkoff, J., & Phillips, D. (2000). From neurons to neighbourhoods: The science of early childhood development. Washington, D.C.: National Academies Press. Singh, R. (2005). The Montessori method. Seminar, 546, pp. 38-43. New Delhi. Smith, A. B. (2002). Early childhood education in Cuba. Childhood Education , 78 (6), 359-362. Swaminathan, M. (Ed.). (1998). The first five years: A critical perspective on early childhood care and education in India. New Delhi: Sage. Talay-Ongan, A. (2001). Early intervention: Critical roles of early childhood service providers. International Journal of Early Years Education , 9 (3), 221–228. Read More