The history of philosophy in childcare

The philosophical foundations of early childhood education and care were built by three men Comenius, Locke, and  Rousseau. Let's examine their contributions in turn.

John Amos Comenius (1592-1670) was a Czech philosopher. He is regarded as the forerunner of Rousseau, Pestalozzi, and Froebel who you will hear about a little later on. His contribution to the philosophy of early childhood education related to innovation in pedagogy. He suggested that human life- from the womb to the grave was a series of educational stages in which objects from nature would serve as the basis of learning. He believed that by studying things as they existed in reality, you could understand how they came about. This situates him as the first proponent of experiential learning.

Comenius also believed in universal education and felt that all children, whether male of female, rich or poor, gifted or mentally challenged were entitled to an education. He regretted that, in his day, only a privileged few received formal schooling.

A painting of Comenius by Rembrandt

John Locke, a British philosopher (1632-1704),  theorised that children are born as "blank slates" ie they do not have an innate sense of things but are ready to learn whatever is offered to them. For example, he argued a child will not instinctively realise that the sun rises and sets each day unless they are taught that fact. A similar analogy is a jug full of milk (the teacher holds the knowledge) and an empty cup (the child is bereft of knowledge). In this view it is the teacher's role to fill the cup of knowledge.

Locke believed that during the formative years, all of a child's experiences form and shape their personality and nature. Whilst others believe a child's nature is something he/she is born with, Lock believed that nature is determined by experience and shaped by life experiences and perceptions of these experiences.

 A painting of Locke, National Portrait Gallery, London.

Jean Jacques Rousseau (1712 -1788) was a western philosopher (born in Switzerland). He set out his views on education in a book that he wrote entitled Emile. He was a naturalist and believed that the child should be allowed to grow close to nature and be given the right to think in his/her own way. He said that a child's education comes from nature, from men and from things. He did not think the child should be forced to do things. He saw a child, not as a small adult, but as a child, and stressed that childhood was a crucial period in life. He discussed children's development in three stages: birth to 12 years, 12-16 years, and 15 years to adulthood. This was quite a shift in thinking, as at this time children were seen as small adults, able to work and contribute to the family (remember the plight of children working in Britain). By establishing childhood as a stage in life, Rousseau gave children their rightful place. He is remembered at the liberator of the child.

Kamerman (2006, p.10) in a report to UNESCO on education for all, commented that ECEC policies and programs in Europe and the Anglo-American countries evolved out of remarkably similar historical streams; child protection; early childhood education; services for children with special needs; and services to facilitate mothers’ labor force participation. In the countries reviewed [Britain, France, Italy, Sweden, Germany, Belgium, United States], one overarching theme is the movement from private charity, beginning in the early and middle 19th century to public responsibility, evolving largely after World War II. She found that the extent of public responsibility varies, however, across the countries. with a relative emphasis given in public policy to custodial care of poor and disadvantaged children of working mothers, on the one hand, and education and socialization of all children, on the other.

THE ESTABLISHMENT OF KINDERGARTEN

The following excerpt on the history and development of Kindergarten is taken from The Wisdom of Play by David Elkind et al. (2009, p. 4). 

The methodology and curriculum that underpins kindergarten were created by educators such as Johann Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, and Rudolf Steiner. More recently kindergarten has been informed by the research and theories of Sigmund Freud, Jean Piaget, and Erik Erikson. While there are differences in the approaches of these early childhood educators, they all had once clear message: that early childhood curriculum and practice must be adapted to the maturing needs, abilities, and interests of the child (Elkind, 2009).

This was the principle embodied in the Kindergarten Program, developed by Friedrich Froebel (1782-1852) and the first early childhood program to be widely adopted in both Europe and abroad. The kindergarten movement was propelled by the industrial revolution and the introduction of women into the factory labor force. Later, Maria Montessori’s (1870-1952) early childhood program was also widely adopted both in Europe and abroad. But it was not until after WWII that early childhood education came to be seen as an important first step on the educational ladder.

In America, the Head Start Program, launched in the 1960s for low-income children, had an unintended consequence. Although it was very effective, the title gave parents the impression that education was a race, and that the earlier you start, the earlier and better you finish.  Middle-income parents wanted their preschoolers to have a head start as well. This gave added emphasis to the importance of early childhood education as the answer to improving the educational system.

As a consequence, kindergarten, once a half-day affair required by only 40 percent of US states, has become largely a full-day affair required nationwide. Academics, including math and reading curricula, testing and grades, are now the norm in many schools. Programs for younger children have expanded as well. Today, some 80 percent of children under the age of six spend part or full time in non-parental child care settings. Having your child cared for outside of the home, once looked down upon as an abrogation of a mother’s maternal instinct, is now a socially accepted practice. Indeed, those parents who choose not to put their children in out-of-home settings are the ones perceived as insufficiently concerned with their child’s welfare.

With the rapid expansion and acceptance of early childhood programs, the basic principle of early childhood education, supported by an overwhelming amount of contemporary research and classroom experience, is dismissed as irrelevant. Instead, we have had a politically and commercially driven effort to make early childhood education “the new first grade.” A play-based curriculum is best suited to meet the emerging needs, abilities, and interests of young children. We have come too far from where early education began: with the child.

child emotions in childcare

It was Rousseau who began to shape our understanding of the child and the emotions of the heart. For Rousseau, human kind was naturally good and it was only the constraints in many social situations that had a negative effect that led to children being considered ‘bad’. According to Rousseau, children were the bearers of goodness and if ‘properly’ educated and socialised according to ‘natural’ principles then all would be when. Even at this early stage ‘bad’ children were the parents fault!!!
NB: Note the highlighting of particular words here. This indicates the use of irony.

The effect of Rousseau’s thinking on our understanding of children was profound as from this we see the inauguration of a powerful commitment in western society to childhood as a form of promise and an extension of our own plans and beliefs – a heavy burden indeed for such young shoulders.

What this essentially means is that since the enlightenment, children have become our prime concern and we are their protectors and nurturers. Of course you might say – and is that not how it should be?? Perhaps – but read on to see how such a notion can prove highly problematic.

The Erosion of the Family
I am sure you have all heard this term. We often hear in the news about the moral decay of society, of how family life is no longer appreciated and that parents are not caring appropriately for their children. We hear about children roaming the streets unsupervised, how parents are not protecting them appropriately and how young offenders who destroy property should end up behind bars. We hear that children in this day and age are not ‘properly’ disciplined.

However, it is important to consider that while things might appear to be changing for the worse it might not be that this is the case. It may be that things are not worse just different and that life as we know it today merely has its own set of problems, in the same way as life did in the ‘good old days’.

The postmodern condition
Life in postmodern times is not worse but different. Life is now discontinuous, uncertain, insecure and nostalgic. In previous times life was certain – you were born, grew up, went to school, graduated, got a job, got married, had children who went through the same processes then you had grandchildren became old and died (well perhaps not quite that ordered). In postmodern times we may not access things in the same way. For example, we may go to school and graduate, then we could go on to further study or to work, we could get married or we might have children and then get married, we may return to study in later life. Suffice to say – life is no longer certain or continuous – we are losing familiar points of attachment (families may be continents apart) and we are experiencing discontinuity. Such conditions make us long for the security of times past – we are nostalgic about the past.

When we think about it though were times past really so great? To begin with, women did not have the choices they have today, we were almost annihilated by two world wars, children were kidnapped even then and we certainly did not have the capacity to see the world in reality or virtually as we do today. In short, the good old days were not really great – they were just different.

http://www.youtube.com/watch?v=jppUkWGKgls

Return!

Its been quite a while since my last post, children and other things have taken over! Ive been following another blog and that has given me the motivation to decide to get started blogging again after I enrolled in a teachers aide course and started reading some other teachers aide blogs it was either become a teachers aide or go back to uni and do a bachelor of education so that I could spend more time with my kids.

will try and make these a bit more regular in future :)

Working with People and Their Families

"Around the word, indigeneous peoples have experienced colonisation, cultural oppression, forced assimilation, and absorption into a global economy with little regard for their autonomy or wellbeing. These profund transformations have been linked to high rates of depression, alcoholism, violence and suicide in many communities, with the most dramatic effect on youth" (Kimayer, Tait and Simpsin, 2009. p.3).

In this module you will start to understand the historical contexts and consequences for Aboriginal and Torres Strait Islander children and their families as a result of colonisation, government policies and practices, such as the forced removal of children, discrimination, and the loss of cultural identity and language, which has lead to lasting negative effects on our Aboriginal and Torres children, families and communities. The negative effects have been passed down from one generation to the next resulting in intergenerational trauma. Despite the many hardships and trauma bestowed upon Aboriginal and Torres Strait Islander people their is still a strong sense of connection to land, culture, spiritiuality, ancestry, family and community. 

Research tells us that children that have been exposed to a number of risk factors with limited protective factors will be disadvantaged in term of their development and wellbeing. Childhood trauma will alter a child's brain development and thier exposure to chronic stress leads to hyper-arousal, which in turn results in poor concentration, lack of the ability to develop empathy, self-regulation, and lack the ability to form trusting relationships. Without strategies and skills to cope many children will do poorly in school, struggle with pain-based behaviours including: withdrawal, aggression, substance misuse, criminality, suicide, sexual promiscuity and inactive lifestyles (Atkinson, Nelson & Atkinson 2010). 

The government policies that have lead to discrmination and traumatisation of Aboriginal and Torres Strait Islander communities have resulted in disconnection in all of its forms. Parents of the 'stolen generation' were deprived of their families to guide and and pass on parenting skills, cultural tools and language. As a result we see an over representation of indigeneous children in the child protection system and many families and communites experiencing significant social and economic disadvantage. 

Clearly the strategies and approaches taken to support Aboriginal and Torres Strait Islander children, families and communities has not worked, therefore it is essential that new approaches be considered. Trauma research tells us that in order to recover from trauma healing is essential (Healing Foundation). Therapeutic intervention with a focus on restoring, reafirming and renewing a sense of pride in cultual identity, connection to country and self-determination are all part of the healing process. According to (van der Kolk, 2007, cited in Healing Foundation, p.4) "there is increasing evidence that trauma-informed approaches, that draw from ancient wisdom of Indigeneous cultures, are the most successful in facilitating healing and recovery".

Child Safety

Do you reasonably suspect that a child is experiencing child abuse and/or neglect?

Know your organisations policies & procedures.

Provide as much information as possible, particularly about how parental actions are impacting on the child and the family’s circumstances (think of the risk assessment model).

You may hold a critical piece of the puzzle.

Remember Child Safety Services may have other pieces of that puzzle that cannot be shared with you.

Child protection is everyone’s business

In accordance with the Child Protection Act 1999, Child Safety Services will not disclose the identity of the notifier, will not confirm or deny the notifier’s identity if the family speculate about who the notifier may be, and will try to protect the notifier’s identity when specific information provided by the notifier is likely to identify them.

At times, given the nature and details of the concerns, many families will make assumptions as to who has notified.

It is important to note however that as a professional, your views may be sought post the receipt of the initial notification to which you are not protected under confidentiality legislation.

You may be asked to provide evidence to a Children’s Court either through an affidavit or as a witness.

If a child protection notification has been recorded, then a timeframe for the investigation and assessment to commence will be determined, depending on the assessed safety of the child

–         24 hour

–         5 day

–         10 day

The departmental response to all notifications is the completion of an investigation and assessment.

A thorough and holistic approach to the investigation and assessment is critical to determining the current and ongoing safety and protective needs of the child.

An Investigation & assessment may involve an Authorised Officer executing powers under the Act.

Contact with Children in school/Child Care etc (S17)

Moving a child to a safe place (S21)

Take a child into immediate custody (S18)

Entry & Search powers (S18)

Information gathering about a child and family

•          In assessing a child’s safety, accuracy is a crucial goal.

•          The aim is to correctly identify parents who are abusive and minimise distress to those who are not.

•          Temporary Assessment Orders & Court Assessment Orders may be used.

At the completion of the investigation and assessment, the department will determine whether or not a child is in need of protection. 

The outcome will be one of the following:

substantiated - child in need of protection

substantiated - child not in need of protection

unsubstantiated - child not in need of protection

The harm will either have been experienced by the child, or there would be an assessed unacceptability of the risk of harm in the future to the child’s physical, psychological or emotional wellbeing.

When considering the harm experienced, the department needs to establish a link between the harm caused to the child as a result of abuse or neglect from the parent.

Effective methods of engaging with children

Human development begins in dialogue. For children to learn to organise their world they need responsive interaction with others (van Nijnatten, 2013). Through dialogue children give meaning to themselves, their lives and their relationships. This process is how children learn to become members of society. To learn about the inner world (identity, feelings and relationships) of a child happens when we learn to listen to them. Young children will express their views in many different ways than just words alone. Children will tell us about themselves through their play and by the way they express their feelings in many different situations. Without genuine engagement with children adults can not have access to their perspectives and concerns, nor can we provide for their needs. This module is about learning to listen to and talk with children so that we can understand children's lived experiences. 

Effective methods of engaging with children

The importance of listening to and talking with children began with the introduction of the UNCRC and its implications for children having the right to participation. Many child advocates argue that children's capacity to be part of decision-making in matters that effect them is 'habitually underestimated (Alderson, 1999; 2000). Not listening to children can have serious consequences in terms of their wellbeing and prevents us from developing policy and interventions in their care and education. Adult-child power relations are at the centre of the listening process as are generational issues, or the way adults view children features in the adult-child relationship (Kellet, 2011). This can be seen in child protection issues as well as in the authoritarian context of child care and school classrooms. The generational and authoritarian divide between adults and children must be considered by practitioners in their engagement with children. For authentic engagement between adults and children to occur it is essential the adult understands the concepts of talking and listening.

In Australia there are political and legislative frameworks in place for listening to and consulting with children, however in reality this still may be seen as tokenistic and sometimes unethical. If we listen to/consult with children and then ignore what they have to tell us we may be unintentionally setting up a situation where children develop distrust in adults and feel even less empowered. To build reciprocal relationships between adults and children using a social pedagogical approach helps practitioners to lessen the power differential and opens up possibilities for respectful and empowering relationships. The Social Pedagogical Approach approach is based on a moral and ethical consideration to working with children and young people. It has its roots in in Continental Europe and has been recently introduced into the UK. The practitioner uses a holistic approach to working with children and has a commitment to inclusiveness, social justice, confronting complex social problems with relationships as the centre of their practice (Cameron and Moss, 2011).

The key principles for practitioners, adapted from Cameron and Moss (2011, p 9), are as follows:

• Focus on the child as a whole and gives support for the child's overall development.
• The practitioner sees her/himself, in relationship with the child.
• Children and adults see themselves in the same lifespace, rather than in separate hierarchical domains.
• Critical reflection is encouraged to constantly reflect on practice, applying multiple theoretical perspectives and self-knowledge to the sometimes challenging demands.
• Practitioners share in many aspects of the children's daily lives and activities.
• Practitioners foster and make use of children's groups.
• Understanding is built on a children's rights perspective.
• Emphasis on team work and valuing the contribution of others; including children, parents, other professionals, and the community.
• Centrality of relationships and the importance of listening and communication.

Theoretical approaches to understanding young children in childcare

The following is critical for any student studying young children in an early childhood education and care setting whether they be studying a certificate III or Diploma. 

I will be examining some of the main theoretical approaches to understanding the growth and development of young children and how they learn - prenatal to age 8. In some ways this will add to your existing knowledge; in some ways it will broaden and deepen knowledge, and in some ways it may also challenge existing beliefs and attitudes.

The teaching-learning approaches taken in this course will have you using a range of study skills and applying these through some interesting, challenging, engaging and purposeful methods.

Initially, there is an introduction to the main theoretical approaches for understanding young children, including theories on the role of play. These will be applied throughout the course in the following Modules so it is important to gain an overview. This will include introducing some of the terms used in this course and those you will find in related literature. There is also content with regards to how the growth, development and learning of young children is studied and researched. 

The next topic covers topics and theories of prenatal development and birth to infancy in the domains of: physical growth; social development; emotional development and cognitive development. It also considers the role of play.

Topic 3 covers topics and theories of early and middle childhood in the domains of: cognitive development; language development; physical growth; social development; emotional development and the role of play for such growth and development.

Topic 4 covers topics and theories regarding families; communities and other social and societal contexts. This is studied in Week 7. It also covers approaches and requirements for studying young children, this includes understanding ethical requirements and responsible selection of methods/tools.

Topic 6 synthesises what has been identified and learned in previous Modules where the approach is that of Professional Learning Circles. The main aim is to engage in a process of analysing and interpreting data from observations of a young child in a supported and supportive way.