Early Childhood Education Is Supplying The Children 's ' Marketplace ' During Identity Development

Early childhood education curriculums are becoming a national curriculum in most countries. With more governments and society thinking about education of under-fives we are seeing shifts in thinking and education to meet the changing world. We are developing children skills for the future to create a society where children feel they belong and can contribute to society. Curriculums are being influenced my social, political, cultural, historical and theoretical issues that are impacting different curriculums in the world. I am going to explore and develop my understanding about three different curriculums to recognise the different influences affecting curriculums. I am going to explore the curriculums of Te Whāriki: New Zealand, Belonging, Being and Becoming: The Early Years Learning Framework for Australia and Curriculum for Excellence: Scotland. This will allow me to develop an understanding of other curriculums which I have not heard about to discover other way to education that I have not been taught in teacher’s college.

An educator who understands issues of diversity and difference will make the classroom a more enriching environment for all of the students in it, and will ensure those students who are adversely affected by such diversity and difference are given the opportunity and encouragement to overcome challenges they face. Socio-economic disadvantage among students has an impact in the classroom in terms of the ability of a child to gain an understanding of the knowledge and skills required to be a successful student. Gender issues can be one of those concerns in a classroom that, unless they are quite obvious, can be almost disregarded because they are not acknowledged as a concern, for example, asking boys to move chairs. Stereotypical roles can be ingrained in an educators psyche. Cultural diversity is becoming more prevalent in our classrooms; it is the educator’s responsibility to ensure the classroom is a welcoming and diverse environment. When considering how to approach these issues in a classroom and incorporating support for students, an educator would benefit from consulting the Early Years Learning Framework (EYLF) or the Australian Curriculum (AC). These documents provides frameworks for working with diversity and ensuring students succeed within their given circumstances with the support of both their educator and their school. It is imperative educators understand the effects of socio-economic disadvantage, gender issues and cultural diversity when creating an

It is agreed that educator’s philosophy, pedagogical practices and believe about topics such as gender and sexuality, socio-cultural factors and cultural diversity will influence how the Australian Curriculum and Early Years Learning Framework (EYLF) is reflected in the classroom. For example, cultural competence which is one of the eight main practices that EYLF focuses on to support children’s learning.

The Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments [DEEWR} (2009) developed the Belonging, Being & Becoming – The Early Years Learning Framework [EYLF] for Australia. This framework was created to guide educators in developing a quality education program in early childhood education and care settings (DEEWR, 2009. p.5).

When you send your children off in the morning to go to school, no matter what grade they are in whither it be elementary, junior high, or senior high, you expect that they will receive the best education that they can get. They should be asked challenging questions, encouraged and called upon to participate in class, they should also be given as much help as they need to secede by the teacher. However, this is most commonly not the case. Parents and the children themselves are unaware of what is going on because gender bias is not a noisy problem. Most people are unaware of the secret sexist lessons that occur every day in classrooms across the country. In this essay I will use two essay's from the reader:

This research report presents an analysis of and conclusions drawn from the experiences and perspectives of two educators that work in the early childhood setting. The main objective is to identify key elements and issues in relation to the families, diversity and difference. In particular how an early childhood educator implements, different approaches to honour culture and diversity, and to advocate for social justice in an early childhood settings. As such, it allows an insight into the important role that families and their background plays in the everyday lives of the children and educators within early childhood settings. In today’s ever-changing growing society it is essential for educators to be flexible to the

There is insurmountable evidence that points to the idea that gender stereotypes is largely accomplished through social factors. Scholars in both sociological and psychological fields believe that gender is constructed through the modeling of appropriate behaviors and the use of systematic rewards and punishments. Evidence also shows that many aspects of gender are not innate, as evidenced by children who do not exhibit a gender specific preference in friends, clothing or toys when placed in gender neutral settings. Only after negative reactions from parents, teachers, or friends do many children begin to take on the gender roles society comes to see as appropriate for them.

Gender stereotypes are common in the United States today, even though many men and women have been working hard to defeat it. The task is made difficult however, when society in general implants the idea of gender roles into the mind of a child. Two authors, Judy Mann of The Difference and Bernard Lefkowitz of Our Guys face the issue of gender roles and stereotypes, and how they affect our lives today.

This is reiterated by the fact that under 30% of Australian children participated in the preschool sector in 2008, as well as educators low pay rates, lack of funding to the sector and the constant barrage of academic articles consistently reaffirming early childhood education’s worth (Albon, 2011; Keeley, 2007; Zajda, Davies & Majhanovich 2008). In spite of consistent beliefs that the EYLF (DEEWR, 2009) learning outcomes and Australian Curriculum general capabilities (ACARA, 2014) complement one another, the emphasis on meeting and recognising children’s individual and diverse learning needs have become neglected in exchange for the popularity of standardised testing (NAPLAN) (ACARA, 2014; Connor, 2011; Klenowski & Wyatt-Smith, 2011; Reid, 2009). Consequently, the Australian Curriculum (ACARA, 2014) has mirrored British education models by placing utmost importance on assessing the ‘essential twenty-first century skills’ of literacy and numeracy, ultimately, adopting a ‘social efficiency’ approach with its focus on producing ‘socially ideal’ ‘active and informed’ members of society as opposed to promoting the personal growth of individual citizens (ACARA, 2014; Klenowski & Wyatt-Smith, 2011; Lingard, 2010; MCEETYA, 2008; Reid, 2009; Schiro 2013).

Gender stereotypes are mostly taken for granted at a young age: girls are told to play with dolls and boys are told to play with trucks. But as children grow older they find themselves in a world where the reality of gender roles and stereotypes aren’t acknowledged, and the illusion of gender neutrality is commended. If gender roles are becoming more neutral, then it would follow that gender role stereotypes are also becoming more lax. However, in actuality this is not true.

Gender stereotyping begins in a person’s life as early as infancy. Babies first encounter stereotyping when nurses put pink or blue wristbands around their hands: pink for girls and blue for boys. The stereotype continues throughout their childhood and life. Babies are normally dressed in their ‘gender-specific’ colour to reduce confusion about their sex and are expected to play with toys that are appropriate according to their gender. One of the most noticeable areas which cause stereotyping is the predominance of gender-labeling in children’s toys (Campenni 122). The gender stereotyping of colours in the toy industry has a negative effect on the economy in the long run by promoting certain gender roles and behaviors in children.

In many cases the classroom reinforces gender stereotypes perpetuated by society. This can be found in the materials used for instruction,

A teacher is an important key element in the educational system as well as a role model. Some teachers hold traditional gender stereotypes about their students’ views of what is expected of them. Many children develop social

Ever since the dawn of time, women and men have been associated with specific gender roles that can be seen controversial in the eyes of many. Traits and roles associated with a specific gender can be either innate or learned over time. Looking into the deeper concept of gender roles and stereotypes, it is clear that these fixed gender roles are not naturally born with, but rather taught, learned, or influenced by external forces.

Males and Females no matter the age face gender stereotypes everyday of their lives. As we are brought up we are taught to be our own individuals with our own ideas, but society tends to break that down. When we think about school, Gender Stereotyping doesn’t really come to mind, but if you think about it that’s where is all begins. In school, they have “dress code”, wear everyone falls under, meaning you can’t just wear whatever you want. Also, in schools when it comes to activities boys are pushed more to do outside activates compared to girls that do inside activities. Overall kids themselves start to separate themselves into two categories, boy with boys and girls with girls. Even though males and females are different, we should still take the time to teach kids that they aren’t put into two separate categories, but that they should be the person they want to be.