Social Construction Of Childhood: Contextual Analysis
Part B: Comparison
Society and individuals alike view childhood through a lens that is forged over time and influenced by factors including experiences, values, and beliefs (Swinburne, 2017). The childhood of a kid growing in Australia and the associated value of that journey can be weighed against a myriad of the worlds cultures and histories, as the quest to understand the social construction of childhood continues. It is through the comparison of five of Sorin and Galloway’s (2006) ten noted constructs of childhood, that an understanding of how the view and role of the adult is shaped in direct relationship to the child.
Rogoff (1995 as cited in Edwards, 2009) further explores Bronfenbrenner’s (1979) ecological systems defining how the relationship …show more content…
Understanding that emotion and personal experience can allow two different individuals to see and feel differently about what they see is important, because something is different does not necessarily mean it is wrong (McGillivray, 2009). Adults who have an immediate role in a child’s life may have been influenced because of their own personal views and as such carry opinion of the child accordingly (Bowes, 2004). In society, it is common to find those among us making assumptions, acting a certain way, or passing opinion from the basis of very little concrete information. Some of the contextual factors that influence the social construction of childhood include culture, wealth, religion, and demographics. The list goes on to a phenomenal size, as the context is as varied as those children who are in focus. As educators, it is important to first understand oneself in the quest to understand where any pre-existing notions of childhood may have formed (Bowes, 2004). Furthermore, frameworks guide educators such as ‘The Early Years Learning Framework’ [EYLF] (Department of Education Employment and Workplace Relations [DEEWR], 2009), which sets provisions for partnerships and collaborations with families that seek to understand and support the diverse cultures and natures of each family …show more content…
The microsystem around the child is formed by strong immediate relationships which are co-constructive in their nature as knowledge is actively acquired and shared (Bronfenbrenner, 1979, as cited in Rogoff, 2003). Adults around the agentic child are supportive and empower growth through being able to lend resources to the child’s environment, in doing so this allows choices and decisions to be made and negotiated for by the child themselves. It is the agentic child vs the adult as co-constructor of being (Sorin & Galloway, 2009) that most lines up with current ‘EYLF’ practice, this is shown with educators utilising techniques such as ‘scaffolding’ to aid children in active knowledge acquisition (DEEWR,
Society and individuals alike view childhood through a lens that is forged over time and influenced by factors including experiences, values, and beliefs (Swinburne, 2017). The childhood of a kid growing in Australia and the associated value of that journey can be weighed against a myriad of the worlds cultures and histories, as the quest to understand the social construction of childhood continues. It is through the comparison of five of Sorin and Galloway’s (2006) ten noted constructs of childhood, that an understanding of how the view and role of the adult is shaped in direct relationship to the child.
Rogoff (1995 as cited in Edwards, 2009) further explores Bronfenbrenner’s (1979) ecological systems defining how the relationship …show more content…
Understanding that emotion and personal experience can allow two different individuals to see and feel differently about what they see is important, because something is different does not necessarily mean it is wrong (McGillivray, 2009). Adults who have an immediate role in a child’s life may have been influenced because of their own personal views and as such carry opinion of the child accordingly (Bowes, 2004). In society, it is common to find those among us making assumptions, acting a certain way, or passing opinion from the basis of very little concrete information. Some of the contextual factors that influence the social construction of childhood include culture, wealth, religion, and demographics. The list goes on to a phenomenal size, as the context is as varied as those children who are in focus. As educators, it is important to first understand oneself in the quest to understand where any pre-existing notions of childhood may have formed (Bowes, 2004). Furthermore, frameworks guide educators such as ‘The Early Years Learning Framework’ [EYLF] (Department of Education Employment and Workplace Relations [DEEWR], 2009), which sets provisions for partnerships and collaborations with families that seek to understand and support the diverse cultures and natures of each family …show more content…
The microsystem around the child is formed by strong immediate relationships which are co-constructive in their nature as knowledge is actively acquired and shared (Bronfenbrenner, 1979, as cited in Rogoff, 2003). Adults around the agentic child are supportive and empower growth through being able to lend resources to the child’s environment, in doing so this allows choices and decisions to be made and negotiated for by the child themselves. It is the agentic child vs the adult as co-constructor of being (Sorin & Galloway, 2009) that most lines up with current ‘EYLF’ practice, this is shown with educators utilising techniques such as ‘scaffolding’ to aid children in active knowledge acquisition (DEEWR,