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Chapter 2 Literature Review Paper

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Chapter 2: Literature Review 2.1 Conflict in Values Today’s society is growing multi-culturally, therefore it is vital for teachers to be aware of any differences students within the class might have. Teachers should also care for the diverse values and beliefs of their students (Ladson-Billings, 2005). Moreover, it is essential that practitioners aid young children enhance their moral values as well as help them understand that each child is unique in his/her own way whilst critically discuss these differences. Additionally, emphasising the importance of working together in a non-judgemental way, reinforces social and emotional skills in children (Ponciano & Shabazian, 2012). Consequently, practitioners can provide areas and/or activities …show more content…

“For instance, white children from as young as 3 demonstrate a pro-white/anti-black bias” (Katz and Kofkin, 1997 as cited in Ponciano & Shabazian, 2012, p. 25), therefore it is essential for early years practitioners to address these issues and aid children acquire positive attributes towards others. Furthermore, allocating time for children to share their own experiences, traditions and social backgrounds through pictures, personal items, photos, songs and cultural books aids children to comprehend and respect similarities and/or differences within the class (Ponciano & Shabazian, …show more content…

As stated in the local NCF (2012), “Early Years are the most crucial phase in each individual’s life...” (p.45) therefore one needs to plan out enriching activities to enhance children’s learning through hands-on activities related to topics which interest them. Studies show that such practical experiences help young children develop a better neurological system (McCandliss, 2010) as synapses are formed much faster at this age rather than at an older stage in life (Charlesworth, 2014). For this reason, research shows that it is highly beneficial for one to expose children to the best learning possible during children’s early years (Illig, 1998). Moreover, hands-on experiences help children enhance skills such as the ability to dress up and wash their hands independently; socialise with peers; and develop skills to enhance their ability of problem solving and decision making. Achieving such skills at an early stage help learners grow and develop into better citizens of society (Lee,

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