Young Children Are Very Egocentric - Essay Example

?Reflection 5 LEARNING OUTCOME: Describe: In the sandpit, I approached two boys fighting over one racing car. One was about to cry and I felt I needed to intervene but I did not see who had it first or what situation transpired before the fight. My first thoughts were: Should I take the car away from both of them? Or should I just offer a similar car to one of them? What happens if they both want that particular one? I am aware that at this toddler stage, it is normal them to want same things. If one of the boy’s mother is around, then it is easy for her to distract them but it may not be comfortable for the mother to be a source of distraction in order to dispel a fight. I realize I need to learn how to help children resolve conflicts between children whether or not there is a parent present resolve conflicts Analyse: I have learned from my studies and my experiences that young children are very egocentric (Piaget & Inhelder, 1969). The think the world revolves around them and that they can get anything they want. Perhaps that may be true in their homes especially if they are pampered little children who have their parents at their beck and call but when they enter into another social system like joining a children’s centre, they become aware that there are other children like them who are likewise egocentric and that they need to adjust to each other. In doing so, they learn the basics of socialization, sometimes the hard way, such as the fight I witnessed between the two boys wanting the same toy. Although I know that the situation is an opportunity for me to help them learn sharing, I myself was unsure of what to do. Theorise: Play is a good avenue for children to learn how they should behave with others. Sharing is one thing they learn when they have prolonged interactions with other children. They also get to learn socially acceptable behavior like not hurting others and playing fair. Most importantly, they get to know themselves better- how they react to certain situations in the play setting. Te Whariki promotes these through its principle of Relationships and its strands of Mana Tangata (Contribution) and Mana Reo (Communication) (Nuttall, 2003). In terms of conflicts that usually ensue during play sessions, children need to learn how to resolve them on their own. However, as toddlers, they would need adults to help them out due to their lack of social and language skills. As they grow, they need to develop the confidence in managing their own conflicts. By having a healthy self-esteem, sound decision-making skills and emotional intelligence, children develop confidence in the management of conflicts. They also need to be cognitively capable of processing information in order to solve simple problems. Act: Whether there is a parent around or not, I should learn to help toddlers in conflict with each other. I may be able to provide them both with a toy they both like or introduce a new game altogether. I can also teach them to delay their gratification by waiting for their turn in playing with a toy they both want. I will give each one a toy and one child can play with the preferred toy while the other counts to 10 and at the count of 10, they can switch toys. Not only will they learn to rote count but they will get to enjoy both toys and learn to wait for their turns. Enjoining the parent who is parent to encourage both children to share is one thing I can also do. I will get to see how the parent reacts with my strategy and at the same time I can also get feedback if it works. Reference: Nuttall, J. (Ed.). (2003). Weaving Te Whariki: Aotearoa New Zealand &early childhood curriculum document in theory and practice.Wellington, New Zealand: New Zealand Council for Educational Research.   Piaget, J. & Inhelder, B. (1969) The Psychology of the Child. New York: Basic Books Reflection 6 LEARNING OUTCOME: Describe: Each day during mat time is a time for the teachers to inculcate in the children their Maori culture. The teachers teach songs in Maori and English, let them count or teach colours in both Maori and English. The walls are adorned with Maori culture pictures Analyse: I think children who are bicultural are twice-blessed. They have two cultures to derive their character formation from. That is why they need to be aware of both their Maori and English heritage. Teaching them songs, words, etc. and exposing them to Maori culture is important in their growth and development. In this modernized world where western culture is becoming predominant, it is easy to forget ethnic roots as they can be easily be dominated by the culture pushed by media. I believe that as early as possible, the curriculum should emphasize love for one’s own culture, as what Te Whaariki advocates. Theorise: York (2006) enumerated the goals of a multicultural-themed curriculum. It should develop a child’s positive, knowledgeable and confident self-identity within his own cultural context. It should also foster comfortable interactions with people of diverse cultures and develop empathy for others. It should also foster critical thinking without bias and it should teach children to stand up for oneself and others in the face of bias. I believe tha provision of a culturally-relevant curriculum such as Te Whariki is appropriate for young Maori children because not only do activities promote self-awareness but also incorporate cultural awareness which strengthens children’s cultural identities. Webber (n.d.) summarizes what research has found out to maximize children’s learning as “incorporating cultural content; reflecting cultural values, attitudes and practices; utilizing culturally preferred ways of learning, including culturally appropriate support; and affirming cultural identity” (p. 9). This means they should be exposed to the songs, stories, games, etc. inherent in their family and cultural backgrounds. Act: In addition to the simple Maori and English songs and words we teach the children, I could also share some folk tales or other stories that reflect their colourful culture. We may invite some of their family members to share some stories or teach them how to prepare some dishes or play some games that are culturally relevant to them. In doing so, I believe we are doing our share in strengthening their love for their cultural roots. Reference: Webber, M. (n.d.) Identity and Whakapapa: A curriculum for the gifted Maori child. York, S. (2006) Roots and Wings. Affirming Culture in Early Childhood Programs (Revised Edition). Upper Saddle, New Jersery: Pearson Education Inc.   Read More