Successful completion of this unit should enable you to:
Understand historical, cultural, political representations of children/childhood Engage with early childhood issues of difference, including Indigenous perspectives Understand and articulate reconceptualist and traditional views of childhood and learning Critically examine pre-determined and self-selected critical issues Identify, describe and critically review topical early childhood social and political issues in early childhood Assignment 1
Summarise 3 Early Childhood issues 40% 300-500words x 3 or 1500 (approx) Week 7 Friday Assignment 2
Investigation of an early childhood issue 60% 2500 words Week 12 Friday Discussion What has influenced changes within early childhood care and education since the first schools and childcare were established? How might social, theoretical and economic changes affect beliefs about quality early childhood education and care?
For example: What changes in family patterns have occurred in the last 50 years and what have they meant to your area of early childhood? How have changes in theories of child development and learning impacted on ECEC? What affect could changing status of Aborigines, refugees, immigrants, people with disabilities have on ECEC?
Beliefs about quality education and care influenced by social changes :
the ideas of theorists changing social & economic situations of individuals and the state status assigned to women, children, and EC teachers the status assigned to Aborigines, refugees, immigrants, people with disabilities, and other disadvantaged people changes in knowledge of cultural understandings & laws (e.g. discrimination and racial vilification) women having babies later in life changing family patterns changing immigration patterns funding arrangements for EC education and care services employment patterns industrial conditions and legislation
Beliefs about quality education and care influenced by changes in theory Moralist theories 1700s children considered to embody original sin Progressivist theories scientific principles of development, data, measurement, professionalism Social and psychological focus (behaviourists) 1900s child centred approach Cognitive focus 1960s play based approach Reconceptualist theories look deeply at the issues of justice and equity Beliefs about quality education and care changed through historical developments
Early 1800s Education only for the wealthy or through volunteer tutors In cities schools set up by churches In country maybe one room school on farmers land No standard for education existed
Childcare for custody of chn. of working mothers; not government funded
1830s
Schools funded by Government because of links between crime and lack of education Belief in class-based requirements for education (child of blacksmith or farmer needed only enough education to continue these trades) Government schools got money to pay teachers, erect and equip schoolhouses and buy textbooks Established strict country-wide curriculum/guidelines No funding to church run schools The aim of school was: Teach the 3 Rs + for girls sewing, knitting, darning +for boys geometry & more geography, arithmetic Instil the advantages of being orderly, clean, punctual, decent and courteous, and avoiding all things which would make them disagreeable to other people therefore strict discipline School was for 6yrs-over 16 yrs but non-compulsory until 1870s (enforcing attendance didnt work) The aim of childcare was to:
reform working class family life improve poor living conditions keep children off the streets protect them from bad behaviour keep them out of danger, train them towards good citizenship Early 1900s movement towards seeing kindergartens as educative, whilst day care centres, catering for babies and toddlers, maintained a social service orientation.
nurseries run along the lines hospitals & orphanages and employed nurses (with a strict health regime)
1900s 1950s technical education improved in schools due to depression of the 1890s (need for skilled workers) initially school pupils became trainee teachers at 13yrs no teacher training colleges in some states until 1900s higher education mainly available only to wealthy then, fees for high schools abolished, subjects improved and extended to 4 years teachers had to finish high school then teachers college 3 levels of certificate: 6yrs elementary/4yrs high school/additional 2 yrs (continued like this to 1950s)
1930s
Day nurseries began to cater for 2 5 yrs and consider issues of education rather than only child minding concerned for the development of character, whilst primary schools were interested in instruction (Brennan 2011) 1938 The Australian Association for Pre-School Child Development (now Early Childhood Australia) established as a federal organisation. Original aims were to: co-ordinate the work of the six kindergarten unions set standards for guidance of nursery/kindergarten chn. set standards for the training of kindergarten teachers establish a bureau of publications re pre-school work organise a conference biennially
(Brennan 1994, p.37) Demonstration centres established Lady Gowrie child care programs tried to educate working class families about the proper ways children should be reared and conducted rigorous daily physical checks of each child. Effectively excluded Aboriginal children, children from non-English speaking background and children with disabilities from enrolling in the centres.
1940s Women needed in the work force during WW2. Forced the hand of the government to take direct responsibility for the provision of child care for the children of working mothers Brennan 1994, p.43.
1950s-1960s
steady rise of women working outside the home.
child care was mostly found by calling upon friends, neighbours and members of the extended family
pre-schools increasingly in well-to-do suburbs & more likely to serve privileged middle-class families
frequent curriculum changes in schools (up to now) 1960 1970s increasing advocacy & lobbying for child care. Opposition based on concerns for mental health of children denied full time mother increasing concern re quality of services. Emphasis was on rigid routines and on haste. Considered undesirable to show affection to children and necessary to have strong discipline.
1972
The Child Care Act (reluctantly) introduced by Federal Liberal Government. *remember Education Acts were established between 1872 & 1895 Probably the most significant aspect of this period...was the legitimacy it gave to the idea of childrens services being established and supported as a normal community service - not something which should be restricted to the needy Brennan, 1994, p.9 1970s-1980s change of Government / change of attitude childcare became an important service; increased number of services; more children in care at a younger age and for longer periods of time. mid 1980s FDC under same government department as childrens services. OSHC & Vacation care began for 5-12 year olds (some managed and housed by schools)
1990s
Fee relief (in community based childcare from1980s) extended to commercial centres. The Quality Improvement & Accreditation System (QI&AS) for long day care centres introduced 1994 revised in 2002 & extended to FDC & OHSC Increase in integrated services especially non- government schools. On-site preschools & childcare provide seamless transition, benefit families
2000> Idea of social investment began to frame thinking about social and economic policy in Australia Scientific and economic consensus about importance of early years (Brain research) National EC Development Strategy: Investing in the Early Years (focus on chn 0-8yrs education, childcare, health, housing, especially reducing inequality) From 2006 50% increase in total government expenditure on ECEC in real terms
2007/2008 Labour Government commits to high quality EC education:
National Partnership Agreement in EC Education By 2013, all children in year before formal schooling will have access to 15 hours of Government-funded, play-based early childhood education, for a minimum of 40 weeks per year, delivered by degree qualified early childhood teachers in public, private and community-based preschools and child care + National Partnership Agreement for Indigenous EC Development closing the gap specific focuses on ensuring Indigenous 4yr olds in remote communities have access to EC education.
2008 collapse of ABC Learning
2008/9 National Quality Framework National guide to licensing & quality rating of LDC, FDC, OSHC, and preschools
Early Years Learning Framework
Qualified EC teachers
http://www.deewr.gov.au/EARLYCHILDHOOD/POLICY_AGENDA/Pages/home.aspx June 2009 Hon Kate Ellis new Minister for Early Childhood Education and Child Care Module 2 Topic 1: Constructions of Childhood
Beliefs we hold about children, and the images of childhood on which we draw, affect our understanding and implementation of our role as early childhood professionals in many ways. For example, they underpin our interactions with children, are embedded in our responses to childrens ideas and behaviour, and are influential in the choices we make in relation to overall curriculum and pedagogy Woodrow, 1999, p. 7
How do we unpack our assumptions about childhood? The nature of assumptions is that they are not challenged, critiqued, reflected upon, unpacked - that is why they are all assumptions. Hatch, 1995, p.121
What does it mean to see childhood as socially constructed? It means...
looking underneath our taken for granted ideas about childhood. understanding that what is has not always been understanding that what is for us, is not necessarily the same for everyone else in the world, in our country, in our town, in our classroom.
Images of childhood Child as innocent (Woodrow, 1999)
This image had its beginnings with Rousseau in the 1700s. child is inherently innocent and naturally good.
However: whilst childhood immaturity may be a biological fact, innocence is a socially constructed phenomenon (Woodrow, 1999, pp.8-9).
Impact of this image of childhood today: child-centred education, special needs provision, nurseries and kindergartens, feeding on demand, all tailored to the needs of the individual (James, Jenks & Prout, 1998, p. 15) + sheltering chn from the world; sheltering chn from agency because adults know better (Sorrin, 2005, p.14)
Child as noble/saviour This image had its beginnings in early Christian times (wisdom of the Christ child)
Child is good and has capacity to take on adult responsibility
Impact of this image of childhood today: Stories of chn suffering for others and saving the day (Tiny Tim, Harry Potter) Superhero play Chn as mediators between teacher & parent Chn as carers of siblings and even of parents (Sorin, 2005, p. 14)
Child as threat/monster (Woodrow, 1999) This image stems from Puritan traditions of the seventeenth century. - Parents and the state were charged with correctly training the child, and where necessary disciplining and punishing him or her.
Impact of this image of childhood today: Child seen as threat or monster although wilfulness is not necessarily seen as intentional (James, Jenks & Prout, 1998). Adult initiated discipline policies and school/centres rules; time- out chairs or exclusion (Sorin, 2005, p.15) boot camps and short, sharp shocks (James, Jenks & Prout, 1998, p.13).
Snowballing child This image has arisen in the 21 st century due to changes in family structure
Parents might compensate for their absence with material goods Child has power/control over adults Children seen as spoilt brat Child persists in self-centred and antisocial behaviours
Impact of this image of childhood today: Bribery/stickers/points/money/toys/excursions etc
Out of control child Despite discipline (evil child) and bribery (snowballing child) the out-of-control child leaves adults helpless Chn are violent or self-destructive to get what they want (wilful) Impact of this image of childhood today: Might commit crimes or self harm Special classes or expelled from school Dysfunctional adult lives Child as miniature adult From Ancient Greece and Rome, through the middle ages to the Industrial Revolution childhood not seen as separate phase of life
Children pictured as the same as adults
Impact of this image of childhood today: Child labour continues in many countries Children encouraged to behave like a big girl and big boy Adult furniture Chn expected to sit for long periods rather than play based curriculum Child as embryo adult (Woodrow, 1999) or Adult-in-Training (Sorin, 2005 This image reinforced by theoretical conception of the child naturally moving through a series of stages from immaturity to rationality (Piaget, Freud, Erikson)
Childhood is temporal, a rehearsal period to learn skills as preparation for adult life;
Impact of this image of childhood today: Chn who do not meet milestones labelled as deficit (Woodrow, 1999, pp.10-11). Chn coached to achieve in academic tests Extra help (tutoring, music, sports training) Learning through play not a priority
Child as commodity Children are objects to be consumed by adult audience (Wood in Sorin, 2005,p.17) Child powerless to adult who is controlling the market of chn as saleable
Childrens beauty pageants Child pornography Baby in the flowerpot Chds clothes that mimic adults End of year performances & graduations Publication of test scores
Sorin 2005 p 17 Child as victim
Child is victim of social and political forces (lives through war, terror, famine, poverty) Child goes unrecognised, is voiceless and powerless
Impact of this image of childhood today:
Chn presence might largely ignored Chn may not attend excursion or buy textbooks Clothes/uniforms stained or patched Lunches bland Chn feel unwelcomed or marginalised Child as powerful, complex, active contributor (agentic child) This image is built on socio-constructivist approaches where children live and learn in culture.
Child are social actors who participate in their education and lives
Impact of this image of childhood today: We cannot think about childhood as universal, no normal stages or ideal types. Focus less on child as individual and more on meaningful group interactions. Curriculum is co-constructed (adult-chd collaboration) Observations shared with chn toward planning Assessment work chosen by chn and teachers
Child as active agent in teaching and learning EYLF Learning Stories .... ..... .... Why think about such images of childhood? Helps us unpack the dominant and universal images of childhood currently circulating in our world Helps us understand how the image of childhood we hold affects our relationships with children Provides a framework for building new, more inclusive images of childhood. For example, we have become used to the idea that childrens development is natural.
Children just grow up and learn to do things. Its natural. These natural development models are everywhere (in your newspaper, magazines, text books). We have become so used to them that we believe they tell the whole story of childhood, but
there is no one right way to do anything with children. Researchers have become more cautious about making sweeping pronouncements about child development as universal or the same for all children no matter where they grow up.
This has implications for making claims about what best practice might be. Hyun (1998) talks about our knowledge of child development as being limited because of the research on which is has been based. Often, in the past, children from cultures other than the mainstream Western cultures were considered to be deficient when they did not do what mainstream children did.
Instead, there are many children and many childhoods, each constructed by our understandings of childhood and what children are and should be. The effects of culture on child development are pervasive. It prescribes:
how and when babies are fed, where and with whom they sleep response to an infants crying/ toddlers temper sets the rules for discipline and expectations affects what parents worry about influences how illness is treated and disability is perceived approves or disapproves certain arrangement for child care
Questions to guide practitioners Hyun 1998, pp. 9-10.
What do I see? What do I hear? How do I interpret the situation (or the thing)? How can I be sure that my understanding of the childs behavior is culturally fair and appropriate to him/her? What leads me to think, interpret, and interact in that way (or mode) for the child? What are my cultural references on that matter? What leads the child (the parent, the children) to think, interpret, and behave in that way/mode? What are their cultural references on that matter? In what ways can I promote the childrens play using the new knowledge so that all children become flexible and fluent in infusing all different cultural practices, while remaining free to enjoy their own cultural congruency within their creative play context.