Children’s context influences
their lives and development. People have significance in children’s lives
because children usually mimic the behaviour that they have been exposed to. If
children are exposed to nurturing behaviours they learn about the components of
healthy relationships, which reflect in their behaviour, they also learn how to
advocate for themselves in an appropriate manner. Parents have the most impact
on their children’s lives. Positive
reinforcement from caregivers towards inappropriate behaviour is a determinant
of how children will learn how to act towards other children. Adults help children distinguish between what
is moral and immoral (Berk, 2010). Through interactions with people children
learn about their culture. For example, the language children learn to speak is
dependent on the language spoken by people surrounding them(Ministry of
Education, 1996). Piaget (Tala-ongan, 2005) believed in the “constructivist
theory”, where children build their knowledge through hands-on exploration with
people who provide opportunities for them.
Place can refer to a
child’s geographical location, or their place within social structures. For example a child’s environment influences
their culture, hobbies and the types of activity they engage in (Ministry of
Education, 1996). A child’s place in the family (i.e. whether they are the
youngest or eldest) can influence personality and behavioural traits. Places
such as farms influence children’s relationships with animals. These children
may be more likely to have empathy for animals and have a love of nature, when
compared to children who grew up in the city (Malaguzzi, 1993).
Events refer to things
that occur in a child’s life. Events can have positive and negative
implications and can range from minor (i.e. birthdays) to more significant
(earthquakes) events (Ministry of Education, 2007). Children that have lived
through the Christchurch earthquake will have a better understanding of the
ramifications that occur when an earthquake takes place. For example, Christchurch
children who have lived through that event will feel like they can relate to
children and people from other parts of the world that have lived through an
earthquake. Certain events can create excitement in the child’s heart and mind;
events such as Christmas will help children look forward to the end of the
year.
Things are tangible items that
children tend to nurture. For instance, a girl in my centre gains comfort from
her blanket when she sleeps. Items can help fill the void of a parent or
caregiver while they are at the centre (Berk, 2010). Children form emotional
bonds with items, and things often form the basis of play. Educational things
(such as books and puzzles) can help children’s educational development. Books
and puzzles also cater to each age group from zero to five years, it gets
challenging to keep the child interested and build aspirations and self
confidence in the child to finish the experience (Fleur, 2011).
When children watch movies
that have a good underlying message it gives the children something to aspire
to (Berk, 2010). Children are good at collecting information through any sort
of source. Popular culture also impacts children’s lives through drama. My
centre is very much a second home for the staff and children that attend. The children
are allowed to have free play. Frozen has been an ongoing thrill in my centre
for the children that attend. Each child knows the music and sends their
parents in fanatics with Frozen party dresses and Frozen objects. Minions seem
to be another popular craze in the centre. When children are influenced by popular
culture, this all leads to parents catering to these desires. For example,
parents tend to surround their child with all the things their children enjoy,
so their birthday parties are impacted by their popular culture craze and so is
their clothes and bedrooms. When parents identify their child’s parents often
try to purchase items that will fulfil their children’s desires. So when
children are passionate about popular culture it impacts their parents just as
much (Fleur,2011).
References:
Malaguzzi, L. (1993). History, ideas, and basic philosophy. In C.
Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children
(1st ed.), (pp. 41-90). Norwood,
New Jersey: Ablex Publishing Corporation.
Ministry of
Education. (1996). Te Whāriki: He whāriki
mātauranga mō ngā mokopuna o Aotearoa: Early
childhood curriculum. Wellington, New Zealand: Learning Media.
Ministry of
Education. (2007). The New Zealand
curriculum. Wellington, New Zealand: Learning Media.
NCSS. (n.d) A Vision of Powerful Teaching and Learning in
the Social Studies: Building Social Understanding and Civic Efficacy. Retrieved from: http://www.socialstudies.org/positions/powerful
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