Usefulness of Considering Images of Childhood - Article Example

Usefulness of Considering Images of Childhood Name Course Lecturer Date Introduction One cannot overemphasize the fact that images of childhood have a great impact on the children’s life, more so to opportunities found in the current society. Of important to note is the fact that more debates have continued to rise on what is best for the children in the tremendous changing society. However, as pointed out by various researchers, childhood is indeed a loose concept. The notion that let the children be is said to be an unanalysed perception of childhood and in most cases is thought to be used by various critiques who challenge various findings on childhood. As such, it is very useful to consider how images of childhood influence opportunities for infants, children and adolescents. In regard to this, the paper critically discusses the above by looking at two chapter forwarded by different authors who point out various situation in children’s life that paints how the society interpret them. This includes children with Down syndrome and the kind of protection extended to children by their parents or carers. Images of Children Initially, children with various syndromes were perceived to experience hard times in learning. For instance, according to Cologon (2008) an ‘ineducable’ image has been created towards children with Down syndrome. This is attributed to the fact that Down syndrome affects the nature of development for many infants. As such, it takes time for a child to acquire or even master prerequisite skills; that is, reading readiness. Still, children having Down syndrome are seen to have some limitations in achieving the required level of capability in a sort of lockstep fashion prior to getting to the next level of teaching inhibiting reading development (Cologon 2012). Notably, as Cologon (2012) asserts reading capability is basically influenced by oral language, cognitive ability, auditory and visual short term. These factors characterise children with Down syndrome; and as such increases the notion that children with Down syndrome may not be at a capacity to be educated. However, it is important to note that development of the knowledge in letter sound is mainly influenced by print exposure over a given time rather than on cognitive capability. In regard to this, some children with Down syndrome lack reading instruction contributing to limited development in reading. Indeed, it has been noted that, in addition to this, there is limited type reading instruction that is available for children with Down syndrome. Early demonstration showed that children with Down syndrome were thought not to understand what they were learning and only memorized sequence without understanding their meaning. Essentially, reading ability among these children lags behind based on their age. This has great influenced learning opportunities among children. Of most important is the fact that this image of reading incapability or struggle among children with Down syndrome has opened doors for more research on ways of improving reading development and capability among children. Indeed, most researchers have proven that there are evidences that children with Down syndrome have the ability to develop reading skills in relation to chronological age (Cologon 2008). It is generally believed among these researchers that children with Down syndrome may be able to understand the meaning and sequence of what they are reading. This is may be possible through consistency in print exposure, developmental approaches of reading, and engagement to a range of contextualised, meaningful, enjoyable and relevant experiences. Buckley (2001) agrees to the above and goes ahead to point out that this kind of learning is also important to children without Down syndrome. In fact Coltheart (2005) asserts that sight word reading model has been considered as an exciting starting point in assisting children with Down syndrome to read. He attributes this to the fact that visual processing has a great impact on ways through children develops reading skills. Furthermore, given that children with Down syndrome experience difficulties due to auditory short term memory, posing difficulties for both development of phonic decoding abilities and phonological awareness, stress on sight word reading comes in handy. Indeed, having gathered from various literatures that children with Down syndrome are capable of reading; that is, there are ‘educable’, an encouraging image is posed influencing opportunities that such children are exposed to. Indeed, this is dissimilar to earlier observations that demonstrated that such children may not be able to develop reading skills; a clear demonstration of how such an image of children could heavily serve as a barrier for them in acquiring reading skills and knowledge similar to their age mates (Conners 2003). Of important to note is the fact that willingness of many parents who have continued to gain support from various key researchers have greatly played a crucial role in changing this perspectives and providing an opportunity for children with Down syndrome to learn with their peers. As such, as Buckley (2001) asserts, the prevailing negative image has been ‘killed’ slowly. In the regard to the above, one may not dispute the fact that it is important to consider images on childhood as they greatly influence opportunities in life. Reversing the image of childhood in relation to children with Down syndrome exposes such children to information and education. Such children are able to read and learn for pleasure as they are now provided with holistic learning chances including development those related to phonemic awareness, print exposure and reading of storybooks. However, it is very important for people to view children as capable readers despite their physical, genetically or emotional limitations and as such understands that limited images should not restrict their eagerness to information and education (Kliewer 2008). Recently, most researchers have noted that children are becoming less exposed to the outside nature. Indeed, most children are being introduced to indoor activities. As noted by Little (2012) this is attributed to the fact that parents are increasingly become worried of their children safety. As such, children are being considered as fragile being who are in need of protection for any potential harm. However, the parents are missing a point; they are basically denying the children to interact with the nature. Interesting to note is the fact that most parents, carer givers and teachers are trying to bring nature to children’s lives through day care centres that are characterised by sanitised playing grounds and fields. As Little (2012) notes, the children are thus growing in an environment that is totally different from that which their parents and grandparents experienced. This has resulted to decrease in the children’s mobility and increase adult control. As such, these restrictions have denied the children opportunities not only to explore nature in its natural settings but also erode opportunities to learn from it and acquire skills related to the same. As Little (2012) asserts, parents are forgetting the fact that everyday every being is exposed to risks including the infants and older children. Whether is taking small step as an infant or riding a bicycle when a child is fully grown, risks are taken at every stage of life. Managing these risks as Boyler (2006) is the most effective way of growing up. Therefore, one may clearly argue that children are denied the opportunity to learn how to manage potential risks that they are expected to encounter while interacting with the nature. In simple words, the kind of restrictions that are being perceived all in the name of protection limit their engagement with nature, a useful instrument in gaining skills required later in life (Little 2012). One may somehow agree to the fact that the changing physical environment especially in the urban areas which is characterised by increased labour housing and traffic calls for great safety precautions for children; however, adult practices and attitudes have heightened children’s restriction mobility and interaction with nature. This is partly attributed to the fact that the way the society view the children play a great role in how parents and carer givers respond to their behaviour. This is despite their understanding that children need to engage in various physical challenges. As Little (2012) argues, parents feel that they are in better position to anticipate probable risks but through the genuine concern they prevent the children from exploring their abilities in regard to trying out things on their own. Of important to note is the fact that regulating their recreational activities and playgrounds in order to ensure children safety is accepting and adhering to the fact that children are fragile and vulnerable beings. It is also important to note that most parents are also protecting their children from other children depicting the notion that children are villains. Indeed, this is evident in the way carers view public spaces where children interact. Notably, images of children as villains are viewed from two perspectives. Firstly, parents fear their children safety in the hands of older children who may bully them or even influence them to anti-social behaviour. In addition to this, children also fear being victims of such related behaviour and Little (2012) blame the media for intensifying such incidents. In addition, removal of play equipment in parks and other play station may intensify rude and anti social behaviour among older children given that they may lack activities to take part in. Secondly, less visibility of children in the neighbourhood results to the children becoming less tolerable. Indeed, there is a general believed that due to lack of playing facilities and less interaction with nature, older children may feel alienated and disengaged from the society leading to engagement in antisocial behaviours. Indeed, in regard to the above, it is quite useful to understand the kind of influence that image of childhood have on infants and adolescents. With the above understanding which clearly depicts that children are viewed as fragile and always at risks, various measures may be considered to neutralise these notions. Deriving from various socio-cultural theories children are expected to engage with nature so as to be able to construct their worlds. This will indeed give them opportunities not only to grow but also be able to explore the nature and gain skills in avoiding or walking through potential risks (Elsley 2004). Conclusion Indeed, having discussed the above it is quite evident that there is a need to consider how images of childhood influence opportunities for children. As seen, most children with Down syndrome are considered to be lame in reading and other learning activities. However, with the increased perception that such children can learn, the previous painted image is gradually decreasing. As such, in considering the introduced image in regard to learning, the society takes a positive attitude towards such children. Still, with the increased parental interference of children interaction with nature, children have been denied the opportunities to grow and construct their worlds. Essentially, considering these images of childhood assists the society not only in neglecting those that do not offer opportunities to the children but also offers opportunities for more research to be carried out in promoting images that will assist the society in understanding childhood. References Boyer, T, 2006, The development of risk-taking: a multi-perspective review, Developmental review, 26: 291-345 Buckley, J, 2001, Reading and writing for individuals with Down syndrome- An overview, Down Syndrome Issues and Information, 10 (3): 23-34 Cologon, K , 2012 Image, access and opportunity: children with Down syndrome as readers In Wyver, S & WhitemanP (Eds.) Children and childhoods. Newcastle: Cambridge Scholar Press Cologon, K, 2008, Phonological awareness and silent reading; the benefits of intervention and early intervention in reading for children who have Down syndrome, PhD diss,. Macquarie University Coltheart, M, 2005, Modeling reading; the dual-route approach, In The science of reading: A handbook edited by Margaret, J Snowling and Charles, H, 6-23, Oxford: Blackwell Conners, A, 2003, Reading skills and cognitive abilities of individuals with mental retardation, International Review of Research in Mental Retardation 27:191-229 Elsley, S, 2004, Children’s experience of public space, Children & Society, 18:155-164 Kliewer, C, 2008, Seeing all kids as readers: a new vision for literacy in the inclusive early childhood classroom, Baltimore: Paul Brookes Pub. Co Little, H 2012, Contradictory images of children: growing up in a dangerous (?) world, In Wyver, S & WhitemanP (Eds.) Children and childhoods. Newcastle: Cambridge Scholar Press Read More