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Shaping personal and cultural identity
Role of culture in identity formation
Role of culture in identity formation
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Both class discussions and chapter 5 in the book “Education the Practice and Profession of Teaching” has allowed me to gain knowledge of historical and current trends in policies and practices that affect early childhood and childhood educators because in the reading the authors speak in depth about social reform with in education, they tell about how policies were created and how they influence our education now for example in the text there is mention of attendance laws that protected children by educating them and keeping them from working. From the reading I also learned about ESEA which made federal government responsible, this act provided funds for poverty program as for current programs Bush’s passes NO CHILD LEFT BEHIND ACT which
This allowed for children to recognise that home is different for everybody. It was important that the children recognise and respect diversity. The area was set up with various resources to support children
Duchesne & McMaugh (2015) argue that as educators and carers are agents of socialisation, each child’s development is influenced to fit the particular culture and society in which they live (p.102). As a result, every classroom has a variety of students whose development has been influenced by differing sociocultural contexts. It is important for teachers to recognise and accept that sociocultural factors can influence how each student learns, thinks and behaves. For example, in an Australian classroom, a student from a different ethnicity may not be fluent in the English language. The student must address and overcome this sociocultural factor as it could slow down or complicate the student’s learning process.
Culture includes many things such as language, cuisine, dress, beliefs, ways of living, histories, traditions, customs, religion and lifestyle choices. Culture is part of who we are as an individual and who we are within the community. Culture adds to a sense of belonging which is underpinned throughout the Early Years Learning Framework. As an educator we need to respect a child’s culture as this is where they begin their sense of belonging within the world (Outcome 1- children have a strong sense of identity: children develop knowledgeable and self confident identities EYLF) Respect for diversity is also one of the principles within the Early Years Learning Framework (pg 13 EYLF).
Fuller and Strath (2001) conducted a quantitative research study that examined local populations of early education organizations based on the 1990 household census data to report features of the early childhood workforce nationwide. Multiple economic and regulatory forces shaped the population of early education organizations that operated within states and local communities. The median center-based teacher was 34 years of age, reported having completed some college, and was married. The median family childcare home provider had a high school diploma. Fifteen percent of all preschool teachers in urban areas were African American and 8% were Latina.
Early childhood is also the time when children first become aware of differences among people and start to form opinions and attitudes about these differences. This awareness also means young children are sensitive to experiences of racism and prejudice. This can impact on their social and emotional wellbeing, their learning and their social relationships. Children’s connection to their culture develops through their experiences. In particular, warm and secure emotional connections with the adults who care for them help children connect with their cultural
Belonging: Knowing where and with whom you belong is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.
However the children had a different interpretation, as a group, they decided to place the felt people onto the country in which they believed they were born. Not wanting to interrupt the children’s engagement with this activity, Thomas (2009) observed that the children’s interests changed from animals to people and places of origin.
The Open University of Hong Kong Li Ka Shing Institute of Professional and Continuing Education PTD38 Higher Diploma in Early Childhood Education (2014-2015) ASSIGNMENT 1 MY PHILOSOPHY OF EDUCATION Student Number: 11396646 Student: CHENG KA YIU, YOYO Class: U09A Course Code: EDU4017EP Course Title: Introduction to Early Childhood Education Instructor: Ms. Hailey Chan Programme Leader: Dr. Eunice Yim Submission Date: 14 November 2014
Introduction “The sooner the better” is the ideal tag line for early childhood education. The experiences of children in their early years
My personal goal as an Early Childhood Educator is to challenge children in variety of ways according to their developmental domains and help them grow to their full potential. I want to enhance different levels of education for the children and see them develop together for betterment of each individual. Words that I believe that best describe me as an educator are being supportive, reliable and dedicated towards the children, families, parents, and my collogues. The beliefs I have about teaching are that there is nothing more important to a child than the quality of a classroom teacher. Secondly the most important thing an educator can teach a child is, how to learn.
Children’s culture is not fully taught in early childhood education nor does it gives children a sense of belonging by recognising their own cultural identities. Having said that, practitioners in early childhood lack the skills and knowledge to include children’s culture in the curriculum and even if this is included, only the basics are taught. When culture practices and beliefs of families are not acknowledged, or valued, it can also lead to misperception or misinterpretation. ( Minister for Children and Youth Affairs, 2016) For example, in my culture women are not allow to shake men hand
I am drawn by Aristotle’s saying everyone is born with a clean slate. It’s only over the period influenced by factors of inborn genetic coding, environment and upbringing molds the person to be. The physiological stages of development in our life process are the same across, while it’s the psychological factor that makes a difference in a person’s development. I have had the opportunity of travelling to several countries and have met families from different race and culture. I am fascinated to observe just born and little children and my mind immediately connects to myself and other such children’s back home.
In this paper, I will be analyzing my development from child to teen and from teen to an adult. First, I will reflect back to specific moments in my life and look forward to my possible future in terms of development. Next, I will be choosing three concepts and apply them to each portion of my development and provide examples from my life for each. Finally, I will make connections from my development over the years to the assumptions of the contextual meta-theory.
An Early childhood setting must become a place where difference is valued and diverse groups can interact with one another supporting “equality, human rights, mutual respect and understanding”(OMCYA, 2006). In order to learn how to embrace diversity effectively, practitioners must reflect on the ways that they view difference in their own thinking and how this can influence on their childcare
