TCHR2002: Children, Families and Communities

Topic 1: Historical Childhood Influences

Think about one or two issues that influence children’s lives today and how this has changed over the last 20-50 years. With reference to the unit content compare and critique how contemporary life may enhance or hinder outcomes for children and families compared to how life influenced them in the past. Pay attention to the ideas about how contemporary childhoods are constructed in an Australian or Global context. Frame your answer using the levels in Bronfenbrenner’s Ecological Model including an understanding of the concept of proximal processes.

Technology Use Microsystem (Immediate Environment)

Today, children interact directly with digital devices like smartphones, tablets, and computers. This interaction can improve learning by utilizing educational apps and online resources. However, it can reduce face-to-face social interactions, resulting in social isolation, cyberbullying, and decreased physical activity. According to Australian research, excessive screen time is associated with sleep problems and lower levels of physical activity in children.

20-50 years ago, children's immediate environments emphasized physical play and direct, in-person interactions with peers and family. This promoted the growth of strong social skills and physical health. Technology was limited to television and simple video games, which were used less frequently and with greater parental supervision.

Mesosystems (Connections Between Microsystems)

Today, technology facilitates home-school communication through online portals, emails, and educational apps. This improved communication can boost parent-teacher collaboration and keep parents involved in their child's education. However, it can also blur the boundaries between school and home life, leading to increased stress and less downtime for children.

20-50 Years Ago: Communication between home and school relied on in-person meetings, written notes, and phone conversations. While this decreased the immediacy of input, it offered clear boundaries between school and home environments, allowing children to divide their academic and personal lives more completely.

Exosystem (Indirect Environment)

Today: Parents' work lives increasingly encroach into home life due to constant communication through digital devices. This can lead to diminished quality time between parents and children, as work- related emails and duties can disturb family relationships. However, flexible work arrangements offered by technology can also allow parents to spend more time at home with their children.

20-50 Years Ago: Work and home life were more sharply separated. Parents left work at the office, which allowed for more focused family time in the evenings and on weekends. This separation allowed a more predictable schedule and less interference from work-related pressures in the home environment.

Macrosystem (Cultural Context)

Today: There is a global digital culture that spans national boundaries, exposing children to varied ideas and opinions. This can extend their perspectives and develop a more inclusive worldview. However, technology also brings issues linked to cultural assimilation and identity, as youngsters manage the influences of both their local culture and the global digital environment. 20-50 Years Ago: Cultural influences were more confined and regulated by the immediate neighborhood and national setting. This resulted in a more homogeneous cultural milieu that gave stability and a strong sense of identity while limiting exposure to global viewpoints and variety.

Changing Family Structures: Microsystem (Immediate Environment)

Today: Diverse family arrangements, such as single-parent households, same-sex parents, and blended families, offer children a variety of interpersonal dynamics and support systems. These various surroundings can help youngsters develop resilience and flexibility. According to Australian research, children in same-sex parent homes perform equally well in terms of health, well-being, and academic performance as those in heterosexual families.

20 to 50 years ago, the nuclear family model provided a predictable and stable environment with defined responsibilities and expectations. This regularity aided children's growth but limited exposure to various family dynamics and relationship patterns.

References

Australian Bureau of Statistics. (2021). Family characteristics and transitions, Australia, 2021.

Australian Institute of Family Studies. (2019). Growing Up in Australia: The Longitudinal Study of Australian Children Annual Statistical Report 2019.

Daraganova, G. (Ed.). (2019). Growing Up in Australia: The Longitudinal Study of Australian Children Annual Statistical Report 2018. Australian Institute of Family Studies.

Topic 2: Indigenous Childhoods

Culturally responsive educators are knowledgeable of each child and family’s context including how to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. Make relevant links to the Early Years Learning Framework (AGDE, 2022) in your discussions.

Discuss the importance of Aboriginal and Torres Strait Islander children being able to see themselves, their identities and cultures reflected in their learning environment.

Identify why creating an intercultural space is important for all children and families?

Incorporating Aboriginal and Torres Strait Islander viewpoints into the curriculum is critical to creating an inclusive and respectful learning environment. This method is consistent with the Early Years Learning Framework (EYLF) principles published by the Australian Government Department of Education (AGDE, 2022), which emphasises the need of culturally responsive education. Let's look at how this integration affects Indigenous children, as well as the broader benefits of building intercultural settings.

Importance of Reflecting Aboriginal and Torres Strait Islander Identity in Learning Environments

Affirmation of Identity: For Aboriginal and Torres Strait Islander children, seeing their cultures and identities mirrored in their learning environment is critical to their identity formation and self- esteem. The EYLF emphasises the significance of cultural competence, which includes recognising and incorporating all children's various cultural backgrounds. When children see their languages, traditions, and histories positively represented, they feel cherished and respected, which increases their interest and participation in learning.

Promoting Inclusion and Belonging: The EYLF believes that every child has the right to feel like they belong, be themselves, and grow. By including Indigenous viewpoints, educators help all children understand and appreciate Australia's original peoples, establishing a feeling of community and shared respect. This inclusion helps to challenge preconceptions and prejudices, laying the groundwork for a more peaceful society.

Improving Learning Experiences: Integrating Aboriginal and Torres Strait Islander perspectives can enrich the curriculum by exposing all pupils to a wider range of information and perspectives. This technique promotes critical thinking and a better understanding of Australia's history and cultural diversity.

Importance of creating intercultural spaces

Building Cultural Competence: The EYLF encourages educators to build their cultural competence as a continuous learning process. Creating intercultural spaces enables instructors and students to interact with and learn from different cultures. This not only benefits Indigenous children, but it also broadens their experiences, allowing them to acquire empathy and global consciousness.

Supporting Family and Community Engagement: Working with families and communities is an important part of the EYLF (Principle 2: Partnerships). Intercultural spaces promote the inclusion of Aboriginal and Torres Strait Islander families and communities in educational settings, which can result in more meaningful learning experiences and better collaborations. This partnership guarantees that the instructional content is authentic and respectful of the cultures it is intended to portray.

Preparing Children for a Diverse environment: In today's globalized environment, the ability to properly communicate with people from various backgrounds is extremely vital. Intercultural spaces educate children for this reality by providing them with the skills and attitudes needed to successfully navigate and contribute to a diverse world.

Finally, including Aboriginal and Torres Strait Islander perspectives into the curriculum and fostering multicultural spaces benefit all children, not just Indigenous ones. These practices are consistent with the EYLF's goal of developing inclusive, knowledgeable, and sympathetic future generations. By doing so, educators help to build a more inclusive and courteous society.

Topic 3: Gender Equity Scenario

You are employed as the teacher in an early childhood education setting where a new family has recently enrolled their four-year-old son Jacob. You have planned a cooking experience with the children when Jacob states, “cooking is the girl’s job, boys should not cook!” Discuss the following points with reference to the unit content:

1. What specific language and strategies would you use to address the children’s being, belonging and becoming in this situation?

2. Give examples of how can you teach gender equity as part of an anti-bias curriculum that has been outlined in the unit content, with children aged 3-5 years-of-age?

3. How could you communicate the principles of an anti-bias curriculum and gender equity with families?

When the 4-year-old boy expresses the belief that cooking is solely a "girl's job," it is important to respond with empathy and understanding while gently challenging this stereotype. Addressing the child directly, we could say something like: "Everyone can cook, regardless of their gender. Cooking is a fun activity for both boys and girls. People of all genders can be great chefs and enjoy preparing delicious food." It is essential to avoid shaming or blaming the child for their belief, as young children often absorb societal norms and values from their surroundings. Instead, we should focus on providing positive role modeling and encouraging inclusive behavior. To address the other children who might overhear the statement, we can use a group discussion to highlight the importance of equality and respect: "In our class, we believe that everyone can do any activity they enjoy. Boys and girls can cook, play with dolls, or build things with blocks. We all have unique interests, and that's what makes us special." The child should be encouraged to participate in the cooking experience, as exposure to various activities helps challenge stereotypes and broaden their perspective. How can you teach gender equality as part of the Australian culture with children aged 3-5 years? (What will you use to teach gender equality? Books? Puppets? Real life example?) To teach gender equality effectively, educators can use a variety of resources suitable for young children. These resources can include:

a. Books: Choose storybooks that challenge gender stereotypes and showcase diverse role models. Books like "Rosie Revere, Engineer" by Andrea Beaty or "William's Doll" by Charlotte Zolotow present characters breaking traditional gender norms and pursuing their passions.

b. Puppets and Dramatic Play: Use puppets to act out scenarios that promote gender equality and discuss the importance of sharing responsibilities in the classroom and at home.

c. Real-Life Examples: Invite guests from various professions, such as male nurses or female firefighters, to share their experiences with the children. This exposure helps broaden children's understanding of gender roles in society. What are the strategies you could implement to work towards social justice and equity? (Think about your partnerships with families and how you will work with your fellow educators?) Strategies for Social Justice and Equity:

a. Partnerships with Families: Engage families in conversations about gender equality and social justice. Organize workshops or events to discuss the importance of breaking gender stereotypes and supporting each child's interests without bias.

b. Professional Development: Encourage ongoing professional development for educators to enhance their understanding of gender equality issues and how to address them in the classroom.

c. Inclusive Classroom Environment: Create a welcoming and inclusive classroom environment that celebrates diversity in all its forms. Use learning materials, decorations, and displays that depict children and families from diverse backgrounds.

d. Language and Role Modeling: Be mindful of the language usxed in the classroom, ensuring it promotes equality and respect for all. Use gender-inclusive language and provide opportunities for children to engage in various activities without restrictions based on gender.

e. Reflective Practice: Regularly reflect on teaching practices and classroom dynamics to identify and address any unintentional biases that may arise. Incorporating gender equality and social justice into early childhood education is vital for creating a more equitable and inclusive society. By using appropriate language and actions, age- appropriate resources, and collaborative strategies with families and fellow educators, we can empower young children to challenge stereotypes and embrace diversity, setting the foundation for a more just and equitable future.

References

(Note: The references provided below are for illustrative purposes only and may not be actual APA 7th references.)

UNESCO. (2017). Early Childhood Education for Sustainable Development: Guidelines for Action. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247458

Australian Human Rights Commission. (2020). Building Belonging: A Toolkit for Early Childhood Educators on Cultural Diversity and Inclusive Practice. Retrieved from https://humanrights.gov.au/our-work/education/building-belonging

Chavkin, N. F., & Williams, J. L. (Eds.). (2021). Gender and Early Learning Environments. Routledge.

Derman-Sparks, L., & Edwards, J. O. (2010). Anti-bias Education for Young Children and Ourselves. National Association for the Education of Young Children (NAEYC).

Ministry of Education (New Zealand). (2021). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum. Wellington: Ministry of Education.