Image of the Child
By
S. Z. & KK. B.
Our initial image of the child is the blank slate and innocent child. We believe that children are born innocent and they only want to be loved and guided by adults to learn in order to contribute to society and their environment. We believe that culture, education and society are the reasons in which our image of the innocent child was constructed through the years. Growing up in Developed countries though beautiful with rich heritage, our parents saw the economic hardships and social challenges that affect these countries and were extremely overprotective in every aspect of our life. As children we had no say because adults know what is “best” for us, they have more experience thus our interest has to be aligned with our parents. With such an up bringing that image was imbedded in us; perceiving children as fragile and incompetent who needed constant guidance from adults. We still do believe that children are innocent yet capable and not incompetent.
We believe that the knowledge we have acquired during these past months, during our studies have influenced our image of the child from being a blank slate into a co-learner and a partner. Also, we believe that our interactions with children during our placements have had a great part in influencing our image of the child. Our concept has changed dramatically due to many factors, such as knowledge gained through child development courses; reflecting on own childhood experiences and realizing the likes from dislikes; also reading and understanding what different theorist such as John Dewey’s and Maria Montessori’s views were on the image of the child. According to Dewey, he believes that the children’s curriculum should be planned and developed based on the children’s interests and catered to support their unique individual holistic development. Dewey also believed planning should be done in order for children to experience real life situations, which will be beneficial to support their understanding of the their surrounding environment and allow for a clearer view of their community (Schumann, 2015). While Maria Montessori focuses on the environment in which adults and children have shared control over decisions and the environment. Maria Montessori notes the main reason for children not learning would have to do with adults not observing and paying attention to details surrounding the child (Schumann, 2015).
We have come to realize that the children are capable of more than we previously believed them to be. We have come to understand that every child brings with him a great deal of rich and valuable knowledge and curiosity; the level of cognitive, physical, emotional and communicational development levels theses children have is astonishing. We are often surprised with their thoughts, knowledge and view of the world and people around them; they are fascinating. We come to realize that children are able to come up with such clever solutions when given time, support, respect and most importantly trust. They are able to problem solve, communicate, represent, extend, discover, label and so many wonders if given the right tools to do so. After being exposed to so many images of the child, we now come to understand how the cultural, economical and social aspects are the main catalysts in shaping our personalities as well as others. We understand now that children show their strength and skills through play, exploration, participation and problem solving, yet to change our own views, opinions and reconstruct an entirely different image is a difficult task (Makovichuk, Hewes, Lirette, & Thomas. 2014. p. 47). We are confident that with the knowledge and tools provided, and through reflections and open-mindedness we will be able to reverse the image of the blank slate and innocent child into the “Mighty learners” they are (Makovichuk, Hewes, Lirette, & Thomas. 2014. p. 47).
Social Pedagogy, Infant School Philosophies
Social Pedagogy provides guides, outlines and strategies for educators to encourage the image of the child as knowledgeable, skilled with intricate thinking, curious and full of potential. The main focus of this approach is for the educator to observe, plan, implement activities and incorporate a supportive environment where the child reaches their full potential as unique individuals without judgment; by providing assistance in extending and encouraging the children’s natural learning process through play and exploration based on their interest. Social Pedagogy is intertwined with authentic relationships that will employ a sense of belonging, well-being, engagement and expression amongst children, parents, educators and society (Ontario’s Pedagogy for the Early Years, 2014). On the other hand, the infant school approach focuses on readiness for school within an academic concept. Infant school is a detailed curriculum by an authority for 3-6 years old that is controlled and dictated by the educator. The intention of the curriculum is based on the educator’s own interests and concepts and is directed towards measuring individual academic performance rather on the children’s individual distinctive skills and indicators. (Bennett 2004).
As we are familiar with the infant school approach we do relate an uncomfortable feeling towards this approach and it’s principles. We believe that children thrive in different ways and environments, which is not the case within this approach. Also, this approach does not encourage inclusion or meet the holistic development of the children; this approach is focused on the product rather than the process and that why it’s flawed. Throughout our studies back home there is no system in place to support the children with special needs or provide an individual education plan for children with learning disabilities; due to this fact there are many children who are labeled as lazy, incompetent and simply not intelligent; these children fall through the cracks lost to the misinterpretation and flaws of this dysfunctional approach. Finally, we believe that the social pedagogy is inclusive of every child and tends to focus more on the child’s holistic development through their interests. The social approach uses responsive relationships to connect with the children and their families through shared control and cooperation; learning and growing happens through exploration, play and inquiry based on the children’s individual development and interests (Ontario’s Pedagogy for the Early Years, 2014).
Pedagogy and curriculum
Based on the knowledge acquired through this program and our interactions with the children through placement we are confident that it is through the use of a child based approach that learning truly happens and lasts, by giving children the opportunity to be engaged and curious through play and exploration. The process of observation, planning and supporting their learning process of coming up with different ways to understand concepts, theories or problem solve through tasks or social events is a joyful learning experience and it supports the holistic development of children in an inclusive environment.
In contrary to our countries back home, being in Canada and by merging theories with past and new experiences and observations made during placement we realized children are excited and enjoy going to childcare centers. Environments that are based on belonging, well-being, expression and engagement; it’s by accomplishing these four fundamental concepts that learning truly occurs. We witnessed environments that produce individualized plans that are safe, and inspired activities based on the children’s development and interests, and are created to foster curiosity and value each child’s unique background and belief. These first-hand knowledge and experiences gained during placement have helped us to view children as intelligent, capable and strong individuals who have their own motivated needs and requests, and adult are there to provide and support a rich environment that will allow the children to represent their dreams and communicate their needs to become tangible and concrete (Malaguzzi, 1994). During placement we insured to plan activities based on observations; these plans have to revolve around children’s interests and evolve to support their individual stages of development. When activities are planned and implemented during our placement children are giving different open ended materials to ensure an inclusive activity where the children are able to make choices of what materials they might use and how they might use these materials to represent their ideas and creations. Besides we allow children to gain and represent independence by providing materials and equipment’s that are safe and manageable to be used by the children. Furthermore, we are very keen on being cooperative and flexible, by cooperating with staff members, families and children; and by keeping an open mind towards other cultures, believes and traditions and merge these differences within the structure of our plans and approaches to ensure and encourage belonging and expression and send a clear message to every child and family that they are valued and appreciated. Finally, we believe that observation and reflection are essential to the core of our profession; it is through these crucial aspects that we are able to exchange and improvise our images of the child, our pedagogy, approaches, interactions, knowledge and values. It is clearly the most valuable tool towards becoming a better educator, communicator and partner, and we intend to evolve our selves by using objective observations and honest, unbiased reflections through our studies at the present and in the future as early childhood educators.
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