Building a Sense of Community in Early Childhood Service - Essay Example

Running Head: BUILDING A SENSE OF COMMUNITY IN EARLY CHILDHOOD SERVICE Building a sense of community in early childhood service Name Course Institution Date Building a sense of community in early childhood service Introduction Teachers are the partners of parents in ensuring the optimal development of children socially and educationally. There is need for teachers to draw on to a complete range of adult resources such as the family unit, businesses and organizations in the community so as to ensure the holistic development of each child. Without the help of parents and the community, the efforts of teachers are not sufficient to ensure that children grow up to become healthy and productive citizens in future. In order to fully realise the overall goals of education, not only the role of the parents is essential but also the role of the teachers and the community is essential. It is therefore imperative to encourage the participation parents, teachers and the community towards the holistic development of children (Edgar, 2002). A number of studies depict that school, parent and community partnerships can help to enhance the quality of school outcomes for children. These partnerships promote the sharing information and resources that are important in improving the outcomes of children. Through these partnerships children can have better education experiences (Rigsby & Maynard 1995). With reference to the sentiments of Edgar (2002), this paper seeks to depict ways in which a sense of community in an early childhood service, classroom or school can be developed. Issues in early childhood service Early childhood is a crucial stage in which the social and cognitive learning of the child is shaped. In fact, it would be difficult for parents alone to take the sole responsibility of educating and nurturing children into healthy, active and productive citizens. The social and economic factors revolving around children greatly affect their social and educational outcomes in future. For instance, a study conducted by Calma et al (2008), shows that they are major disparities between the education outcomes of children from indigenous and non-indigenous communities. According to Calma (2008), indigenous children experience poorer outcomes than non-indigenous students due to socio-economic disparities. It is also worth noting that in Australia, over 600, 000 children live in poor households with no employed parent or an adult figure (Edgar, 2002b). A good number of parents in such households are often poorly educated or mentally or physically dysfunctional and as a result they are unable to provide stable housing, healthy nourishment and mental stimulation for their children. (Edgar, 2001). Furthermore, many families in Australia lack recourses, parents also do not have the material requirements and the know-how to adequately prepare their children for school or help their children throughout the schooling process. Consequently, they may not be in a position to teach their children or inculcate to their children values that will enable them to become productive and responsible citizens in future. With reference to a study conducted by the Steering Committee for the Review of Government Service Provision (SCRGSP), low parental or family engagement with the education is one of the factors that lead to children experiencing poor education outcomes. The findings of this study illustrated that parents with a high level of education are bound to support and encourage their children to do the same. Therefore, a low level of parent or family engagement with education negatively impacts on the education outcomes of their children. (SCRGSP, 2007). In addition, a low level of parent or family engagement with education makes it difficult for parents to provide the much needed early childhood education support on communication skills and basic literacy (Mellor & Corrigan, 2004). These parental disadvantages and exclusions are often difficult to overcome unless a proper early childhood foundation is set through the help of teachers and the community in general (Edgar, 2001b; Edgar, 2001). Similarly, family life in Australia is increasingly becoming complex. The number of children who come from one-parent, separated, blended and divorced families is steadily on the rise. Furthermore, for most families, the working hours of parents are unevenly distributed such that they are unable to spend quality time with their children. Due to economic difficulties, the working hours of employed parents increases with time. Many are forced to increase their working hours in order to provide for their children (Edgar, 2002b). As a result, the amount of time that parents spend with their children is limited. Additionally, the population in Australia is increasingly becoming diverse. Children brought to schools come from different ethnic backgrounds, cultures and language groups. For example, over 300, 000 children in Australia are from different countries whereas over 200, 000 children in Australia are from indigenous communities. This ethnic mix in schools is evidently vast and thus it makes it challenging for teachers to ensure equal social and cognitive learning for each child (Edgar, 2002b). In addition, the physical conditions of children play a critical role in their future educational and social development. For example, in Australia 7% of children are born with disabilities, 6% are born having a low birth weight, 16% are born with asthma and each year, over 90, 000 cases of child neglect and abuse are reported in Australia (Edgar, 2002b).These factors are possible indications of educational difficulties in future. Therefore, schools have to cater for the increasingly diverse families, cultures, language groups and family challenges. However, most schools still operate based on the old industrial model characterised by fixed classes, fixed times and inflexible mechanisms of addressing the diverse needs of children and parents. A good number of schools also operate based on old stereotypes of female homemaker and male bread winner. Such schools are often unwelcoming to contrasting beliefs on the view that teachers are the only people who can educate children hence they miss out on the different array of adult learning resources in the community. It is therefore essential for schools to acknowledge that they solely cannot educate children alone since they also cannot take up the role of social workers. Therefore, there is need for both parents and teachers to harness the wider resource in their regions in order to realise effective educational outcomes for children. Schools should become the hub for family support and community education (Edgar, 2001b; Edgar, 2001). It is evident that economic factors influence parental resource and how children are educated. Similarly, school structures influence the education of children. Education system should not only focus on what happened in schools but also what occurs in the child’s environment as a whole. A child’s environment, greatly determines whether or not a child will realise desirable social outcomes and success in education. Parents and the community should not assume that teachers are the only people responsible for educating children. Edgar (2002) notes that, increasing money spent on school may not necessarily improve the outcomes of children since most of their options are influenced by a different range of inequalities in the family and the community that greatly impact on the sole efforts of schools. In order to improve the outcomes of children, it is imperative to draw together the different range of resources that influence the ability of children to learn. Additionally, parents and the overall family unit are significant partners in the nurturing and development of cognitively and socially healthy and productive children. Therefore, schools must embrace the role of family learning centres and devote these resources in early childhood education (Edgar, 2001b). Teachers are partners of parents when it comes to the educational and social development of children until they become healthy and productive citizens in future. They should draw on a complete range of adult resources such as the family unit, businesses and organizations in the community so as to ensure the holistic growth of each child (Edgar, 2002). Strategies of developing a sense of community in early childhood service Australia’s first national Early Years Learning Framework (EYLF) for early childhood educators acknowledges that children first belong to a family, a neighborhood, a cultural group and the wider community. This sense of belonging conveys the interdependence of children with their families and the surrounding community. It forms the basis of relationships that define the identities of children and shape who children are and what they become in future (EYLF, p.7; MacNaughton, 2003). In addition, the EYLF framework acknowledges that the diversities in family life influence the experiences of children in various ways. Children and parents are bound to bring their different perspectives, expectations, skills and knowledge in the learning settings. As a result, the framework advocates for a flexible approach that puts into account the diverse needs of both parents and their children (EYLF, p.9). Therefore, one of the ways of building a sense of community in early childhood service is by first of all acknowledging the diversities in family life and the belonging of children to a family, culture and the community. Acknowledging the diversities in family life and the belonging of children to different ethnic backgrounds, cultures and language groups requires that the specific and unique needs of children are put into account in important practices such as the development of the curriculum or the pedagogical approaches used in the classroom (Farrell, Tayler & Tennet, 2002). Secondly, in order to develop a sense of community in early childhood education, there is need to create awareness on the role in which parents, teachers and the community play in the social, cognitive and educational development of children. It is always assumed by most people that teachers are the only ones responsible for educating children. As a result, most parents and members of the society give little attention to the social, cognitive and educational development of children (Abbott & Langston, 2006). In order to develop a sense of community in early childhood service, the participation of parents, teacher and the community is crucial. There is need to educate parents, teachers and the teachers on the developmental goals of their children and how they can create a good home and school environment that will ensure that these goals are realised (KPV, 2008). In her book “Shaping early childhood: Learners, curriculum and contexts” MacNaughton (2003), provides different perspectives on early childhood education. Part two of her book offers invaluable insights on different ways in which a sense of community in early childhood education can be developed. Drawing on to the sentiments of Maria Montessori, MacNaughton notes that the involvement of parents in children’s programmes facilitates the healthy development of children. When parents participate in programs that promote the development of their children they show support and appreciation for the work that teachers do. Their participation in these programs also creates a platform whereby they can interact with teachers thus forming solid relationships that promote partnerships in ensuring that children develop optimally (MacNaughton, 2003). Therefore, in order to promote a sense of community in early childhood services, I would institute programs that encourage the participation of parents and the community in general. Furthermore, in this book MacNaughton examines three curriculum perspectives on conforming to society, transforming society and reforming society. These perspectives convey the role of knowledge-power relationships in the early childhood curriculum. For instance, in conforming to society, MacNaughton (2003) observes that this curriculum position requires early childhood educators to comply with the existing traditions, rules, understandings and practices. Based on the “conforming to society” the key role of education is that it should be useful to society and meet the needs of the society (MacNaughton, 2003). This curriculum position can be used to promote a sense of community in early childhood service. For instance in Australia, early childhood programmes ideally aim at providing children with development experiences that are geared towards improving educational outcomes , health outcomes and career outcomes of children in future thus enabling children to avoid the misuse of substances, reliance on welfare and entanglement in the criminal justice systems. Evidently, the outcomes conveyed by this curriculum position are significant to all individuals, families and members of the society. If children are given a better start in education every member in the society is bound to benefit. This position on the curriculum creates a sense of belonging in that it considers community members as shareholders of the outcomes of early childhood education. “Reforming society” position on early childhood curriculum accentuates on implementing moderate changes so as to ensure that education outcomes produce a “self-governing child” or a self-disciplined individual capable of independent thought. This curriculum position therefore emphasises on child-centered approaches that promote, autonomy, individual growth and self-realisation. In Australia, the ideas of “Reforming society” are embedded in the EYLF. In reference to this position of early childhood curriculum, a sense of community in early childhood is developed through this curriculum, since it advocates for better outcomes not only for children but also for the community. When children develop to become independent and self-disciplined, they relieve their families and communities off the burden of dependency. Similarly, curriculum position on “Transforming society” advocates for curriculum outcomes for children, their families and their communities. Therefore, in order to develop a sense of community in early childhood service, it is essential to align early childhood curriculum goals and objectives to outcomes that benefit every individual, family and community (MacNaughton, 2003). Conclusion Teachers are partners of parents when it comes to the educational and social development of children until they become healthy and productive citizens in future. It is therefore essential for teachers to draw on a complete range of adult resources such as the family unit, businesses and organizations in the community so as to ensure the holistic growth of each child (Edgar, 2002). Based on these sentiments, this paper has examined ways in which a sense of community in an early childhood service, classroom or school can be developed. When it comes to developing a sense of community in early childhood services, some of the emerging issues identified in this paper include; diversities in family life, socio-economic status, ethnic and cultural differences. These diversities make it difficult for the sole efforts of teachers and parents to ensure the optimal development of children socially, cognitively and educationally. Therefore, as emphasised by Edgar (2002), there is need for teachers, parents and the community in general to become partners in order to ensure the optimal development of children. One of the ways of building a sense of community in early childhood service is by first of all acknowledging the diversities in family life and the belonging of children to a family, culture and the community. So as to develop a sense of community in early childhood education, there is need to create awareness on the role in which parents, teachers and the community play in the social, cognitive and educational development of children. Lastly, it is essential to align early childhood curriculum goals and objectives to outcomes that benefit every individual, family and community (MacNaughton, 2003). Reference Abbott, L. & Langston, A. (2006). Parents Matter. New York: McGraw-Hill International. Calma, T. et al (2008) .Achieving improved primary and secondary education outcomes for Indigenous students. Sydney: AMP foundation. Edgar, D. (2001). The Patchwork Nation: Re-thinking government, Re-building community. Sydney: Harper Collins. Edgar, D. (2001b). Promoting the Positive: Family-Community Resourcing as a Model for Family Services, Deaking Human Services. Flinders Lane, Melbourne: Children's Welfare Association of Victoria. Edgar, D. (2002). Early childhood and the community. Keynote address for early childhood matters conference. Department of Human services, Victoria: Monash University. Edgar, D. (2002b). Fixing the Foundations: Early Childhood Development & Education. Retrieved on October 8, 2011 from Farrell, A., Tayler, C. & Tennet, L. (2002). Early childhood services: what can children tell us? Australian Journal of Early Childhood 27 (3): 12-18. Kindergarten Parents Victoria (KPV) (2008). The blueprint for education and early childhood development: KPV final response. Retrieved on October 8, 2011 from MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. Maidenhead, UK: Open University Press. Mellor, S. & Corrigan, M. (2004). The Case for Change: A Review of Contemporary Research in Indigenous Education Outcomes. Camberwell: Australian Council of Education Research Press, Rigsby, L. & Maynard, R. (1995). School-community connections: exploring issues for research and practice. California: Jossey-Bass Publishers. Steering Committee for the Review of Government Service Provision (SCRGSP). (2007). Overcoming Indigenous Disadvantage: Key Indicators. Canberra: Productivity Commission SCRGSP. The Early Years Learning Framework for Australia (EYLF). Belonging, being & becoming. Retrieved on October 8, 2011 from Read More

Similarly, family life in Australia is increasingly becoming complex. The number of children who come from one-parent, separated, blended and divorced families is steadily on the rise. Furthermore, for most families, the working hours of parents are unevenly distributed such that they are unable to spend quality time with their children. Due to economic difficulties, the working hours of employed parents increases with time. Many are forced to increase their working hours in order to provide for their children (Edgar, 2002b).

As a result, the amount of time that parents spend with their children is limited. Additionally, the population in Australia is increasingly becoming diverse. Children brought to schools come from different ethnic backgrounds, cultures and language groups. For example, over 300, 000 children in Australia are from different countries whereas over 200, 000 children in Australia are from indigenous communities. This ethnic mix in schools is evidently vast and thus it makes it challenging for teachers to ensure equal social and cognitive learning for each child (Edgar, 2002b).

In addition, the physical conditions of children play a critical role in their future educational and social development. For example, in Australia 7% of children are born with disabilities, 6% are born having a low birth weight, 16% are born with asthma and each year, over 90, 000 cases of child neglect and abuse are reported in Australia (Edgar, 2002b).These factors are possible indications of educational difficulties in future. Therefore, schools have to cater for the increasingly diverse families, cultures, language groups and family challenges.

However, most schools still operate based on the old industrial model characterised by fixed classes, fixed times and inflexible mechanisms of addressing the diverse needs of children and parents. A good number of schools also operate based on old stereotypes of female homemaker and male bread winner. Such schools are often unwelcoming to contrasting beliefs on the view that teachers are the only people who can educate children hence they miss out on the different array of adult learning resources in the community.

It is therefore essential for schools to acknowledge that they solely cannot educate children alone since they also cannot take up the role of social workers. Therefore, there is need for both parents and teachers to harness the wider resource in their regions in order to realise effective educational outcomes for children. Schools should become the hub for family support and community education (Edgar, 2001b; Edgar, 2001). It is evident that economic factors influence parental resource and how children are educated.

Similarly, school structures influence the education of children. Education system should not only focus on what happened in schools but also what occurs in the child’s environment as a whole. A child’s environment, greatly determines whether or not a child will realise desirable social outcomes and success in education. Parents and the community should not assume that teachers are the only people responsible for educating children. Edgar (2002) notes that, increasing money spent on school may not necessarily improve the outcomes of children since most of their options are influenced by a different range of inequalities in the family and the community that greatly impact on the sole efforts of schools.

In order to improve the outcomes of children, it is imperative to draw together the different range of resources that influence the ability of children to learn. Additionally, parents and the overall family unit are significant partners in the nurturing and development of cognitively and socially healthy and productive children. Therefore, schools must embrace the role of family learning centres and devote these resources in early childhood education (Edgar, 2001b). Teachers are partners of parents when it comes to the educational and social development of children until they become healthy and productive citizens in future.

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