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Children in context 1
Transcript of Children in context 1
The child as evil. (Sorin & Galloway 2006).
Children are seen as driven by their own
needs and desires. In history this type of
child would have been beaten. In Australia
our laws stop this type of behaviour. In the Tongan culture children are still seen this way and regularly receive physical punishment (Helen Morton). Children are not evil, depending on the child's social/cultural upbringing they may display unfavourable behaviour in the eyes of our culture. We as educators need to address any issues and work alongside families and communities to assist them.
The snowballing child (Sorin & Galloway 2006)
Chinese culture has a one child policy. The parents are time poor and try to make up for this. Guilt plays a part in this and to ease the guilt the child is given more and more.(Sorin 2005). In contrast to the child as a victim this would be seen as excessive. Educators can show children ways of enjoying themselves without material possessions
The out of control child (Sorin & Galloway 2006) This image is of a child that has been abandoned by significant adults, he is on the road to self destruction. The parents feel they have failed and that they have nowhere to turn. In my teaching practice I would seek help for this child and his family. These children are found in newspapers having committed violent crimes according to (robson 2005). This construct is different to the evil child and the snowballing child in that both of these can be managed by the parent who is still in control.
The miniature adult (Sorin & Galloway 2006) in the industrial revolution children were used as cheap labour. It was very common for children to do the same work as adults. Today in some countries child labour is common. The Kwara'ae of Oceania children as young as three are skilled garden workers and care givers to younger siblings. They grow produce to sell at the local market which contributes significantly to the family income.(Watson-Gegeo,1990). UNICEF article 28 all children have the right to a primary education.
The agentic child (Sorin & Galloway 2006) This image is of my son. He attends a school where they believe in preparing the boys to be lifelong learners. The educators work alongside the students developing their research and reasoning skills which in turn builds upon their natural curiosity, creativity, critical thinking and problem solving. In a co-contructivist framework the child is an active and eager learner according to (Corsaro 1977). In this construct the child negotiates and shares his power with the adult. In my teaching practice I would like to facilitate this type of learner.
The noble/saviour child (Sorin & Galloway 2006) is neither agentic or innocent. This child is caring for her elderly grandmother as her parents are no longer alive. In third world countries, it is common for the child to take on the role of an adult. In western culture this can happen if the adults have a medical condition or an addiction. This construct is very different to my upbringing as my parents were always there to care for me. As an educator I would want to support this child and their family as much as possible.
The child as victim
(Sorin & Galloway 2006)
is often unseen and only heard about when bought to our attention by the media (Sorin 2005). The Australian Aboriginals have suffered many hardships and these children are often not well educated. They live in poverty and suffer ill health. They are voiceless until teachers or social workers attempt to give them means of expression(Silin 2005 in Yelland 2005). I hope that one day all children will have the opportunity to gain an education and by educating our future children about these issues then one day this problems will no longer exist.
Children in Context 1
Assessment 1 Digital presentation: analysis of images of childhood
Karen Austin 586416X
The adult in training(Sorin & Galloway 2006) Children as young as five are working on building a stadium in Dehli. They are rewarded by receiving milk and bread. The construction bosses are the ones benefiting from this type of labour. I think this is appalling behaviour although in many cultures this is seen as the norm. Within this construct children are participating in the world constructed by adults. Many social anthropologist comments that practices performed by western cultures are viewed negatively by non-westerners and vice versa. UNICEF article 32 states that the government should protect all children from work that may be dangerous or might harm their health or education. I consider that part of my role as an educator would be to understand children's different cultural and social upbringing and work alongside them.
The following images show the ten constructs of childhood (Sorin & Galloway 2006). In comparing and contrasting theoretical and philosophical perspectives I will show how history, modern day, social and culture all play a part in the construct of a child
Facebook page of Moreton Bay Boys' College
The commodified child (Sorin & Galloway 2006)is powerless although they may have illusionary power as their image is manipulated by the adult who holds the majority of power. These children maybe good at sport or music amongst other disciplines however the adult sees a financial gain and pushes them sometimes beyond their capabilities socially and emotionally. UNICEF article 36 states that all children should be protected from any activity that takes advantage of them or could harm their development. The commodified child and the evil child both have parents that control them but the commodified child's parents do this for economic gain. (Woodrow 1999) comments that adults may not always act in the child's best interest. We as educators need to make sure that children are not being exploited and act on this immediately.
© UNICEF/NYHQ2007-2751/Claudio Versiani
Aboriginal children in Kakadu National Park. Photograph: John Van Hasselt/Sygma/Corbis
As an educator you will need to understand each of the constructs of children and work with the child to obtain the best outcome for them.
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