Consolidating Theory and Research: Childhood Studies Essay

Essay This essay generate discuss the new theories of Childhood Studies, possible benefits to t to each oneers and pip-squeakren and how it relates to New Zealand early fryhood practice. Lets begin by appearanceing briefly at what squirthood studies entails. Childhood studies is a relatively new field of survey that seeks to move away from the outdated theory of seeing baberen with a mixer construction lens, where a peasant is a product of a special set of heathenishly specific norms, to a social constructivist lens, which condensees on the child as an individual and how they interact with their own environment. Not as resistless earners, but people, with agency, who contribute to their own discipline (Clark, R. 2010). Childhood studies draw from disparate fields of study, e. g. , psychology, education, health, anthropology, law, and sociology, and looks at children using a Bronfenbrenner model. Bronfenbrenner saw a child as being inwardly nightclub, within the bou nds of first, its family and setting, or the micro system. therefore of its mesosystem, or the connections between the family and setting. Then of its community, or exosystem, where the microsystem function. Then in the macrosystem, or greater societal fermentup of a childs ill-tempered place of origin.Then lastly the cronosystem, or particular time in which a child lives, and the historic and societal factors of that time, that square off children (Clark, R. 2010). Because childhood studies look at childhood from a wider realizepoint, it allows children to be seen as functioning individuals within many different societal norms. It highlights problems with senileer theories of development e. g. Piagets stages of development (Claiborne, L. , & Drewery, W. 2010) Piagets stages define children within a specify beam, with expectations clearly defined. But in reality, using theories in Childhood Studies, you bring children with astly different competencies depending on their soci etal context. E. g. a three year centenarian New Zealand child will be mostly dependant, protected and approach nothing more challenging than kindergarten and play, whereas a three year old child from the Congo or the South American jungle is possible actively participating in drab household chores and contributing to family survival, parturiency t selects that a New Zealand parent would balk at (Berk, L. 2009). An interesting carrefour is Steiner kindergartens practice of teaching children through participating in daily life skills. e. g. , food preparation, cleaning, gardening, and useful echnological crafts like sewing and weaving (Oldfield, L. 2012), in a typically Western European setting of a teacher led service.The discourse that underpins modern European views of modal(prenominal) childhoods being unprotected and needing to be protected (Clark, 2010), run into problems in the new theories of childhood studies. When you look at children as competent individuals and g ive them agency, empower them and give them means to develop beyond normal expectation, children often preform well beyond normal capabilities. Looking at children through a Childhood Studies focus forces teachers and researchers to reassess their philosophies and xpectations of children (Clark, 2010). Although teachers can use normative guides for approximate development, it is too fractious to paint an exact measure of normal and fit all children within that expectation (Clark, 2010). Average and ideal competency is relative to societal influences, and correct in a small countries like New Zealand, cultural differences in Pacific, Maaori and European cultures provide stunning examples of different trains of competency, agency and expectation in children. For example, a strong focus on tuakana/teina relationships in Maaori whanau, or the xpectation of a larger role in siblings caring for each other (Tomlins-Jahnke, H. , & Durie, A. 2008), and the serious attitude of respect and responsibility afforded to Pacific children relative to community and cultural practice (Pereira, F. 2004) & (Poland, M. , Paterson, J. , Carter, S. , Gao, W. , Perese, L. , & Stillman, S. 2010).Teachers can no longer presume that just because a child is of a certain age or size that the childs developmental competencies will be at the expected normal level. From personal experience, I have a child who did not stir toileting self management at four, ut excelled in academics, and all my children were oft mistaken for older children in early childhood settings because of their increased natural elevation and size. This often led to unreasonable expectation from other parents of their skill level and behavior. So in conclusion, Childhood studies urge us to know each child as an individual, so that we may cater to that childs best interests and levels of competency. The best way to do this is work on mental synthesis sound reciprocal relationships with children and their families ( Ministry of Education, 1996), and by using qualitative methods of recording and presenting and valuating childrens learning in Early childhood settings (Ministry of Education, 2009). Childhood studies allow us to look holistically at a child and its surroundings and work to conform to its needs within that setting, shedding typical expectations and working towards strengthening skills and competency. component part two Perspectives of children Sourcing and analyzing seven media examples concerning New Zealand children, I found strong connecting themes. These were raw consumerism in western culture, poverty vs wealth in normal discourse, whelm misunderstanding as to best normal development anging from personal to governing body level, and the frightening tide of misuse of technology in western society threatening childrens development. Children were discussed in all examples, but there was no childrens voice. It seems normal to discuss and analyze children in media, but neer to ask them their opinion Which seems to go against any rights that children have (United Nations. 1989) to be tough equally, and have an agency in their lives and culture. I will break the clauses belt down to find the main themes underpinning each member, then link over overlapping themes that run throughout.Article one Kiwi families conned by promise of fire childcare discusses the 20 hours free childcare policy. We see that although the government tries to provide all children with free early childhood education (ECE), centres are charging extra. We ask ourselves is this because government under nurses children in general and doesnt fund enough? Or is it because children are seen as commodities by EC centres who are trying to make a profit. Either way, children are being given economic value and both parties are struggling to balance books, not develop children. In article two, Should preschool be compulsory? two pundits debate compulsory preschool. The article points out the inability of the poor to afford what is in fact not free education for 3-5 year olds under the 20 hours free policy. A topic carried over from the first article. From a child studies point of view it raises these questions How can government presume all children fit appropriately into operate in multicultural society? How can government insure centres bear on cultural needs of children attending centres? And who decides the magic set of skills a child needs to acquire before starting school? Skills listed in the article do not fit skills