Political stability and its impact on children’s access to education

Discuss about the Contemporary Perspectives of Learning and Development for Perspectives.

Nowadays, people are caring about providing high-quality education at early childhood. Not only this, governments as well as parents are thinking about providing all-inclusive education to children. However, both the governments as well as guardians want that the education will cater to the needs of the individuals. For this purpose, several laws and legislations are enforced by the government in the countries.

It is seen that child’s overall learning and development is highly dependent on political as well as economical perspectives. In this context, it can be stated that in order to foster learning and development of a child, a country has to be politically safe and secure. In other words, Gultepe (2016) commented that it is very important for the country to be politically stable so that every children gets an accessibility to educational institutes like schools. In accordance with the opinion of Samoil? (2014), a country should be economically stable. In this context, Gultepe (2016) commented that stable financial condition of the country is capable of causing overall development of young children. It has been observed that politically safe and secure will cause economic development in the country. Moreover, Bredekamp (2016) commented that it is very important for the nation to distribute the natural resources equally otherwise it is not possible to foster learning and development of younger children (Bredekamp, 2016).

It is seen that there is a difference between physical and mental functioning of the individual and older people. In addition to this, there is a difference between social as well as emotional functioning of children and aged ones. During early childhood, children are mostly dependent on the secure relationships with rest people including adults, siblings as well as peers. They are dependent on other individuals emotionally and mentally. In accordance with the opinion of Spodek and Saracho (2014), in order to ensure the survival, these children become emotionally, socially and physically dependent on other individuals. It has been observed that occurrence of several progressive transformation takes place in physical, mental competencies of the children starting from infancy till initial days of schooling. In addition to this, Spodek  and Saracho (2014) commented that  occurrence of several progressive transformations takes place in cognitive, social along with emotional competencies, beginning from infancy till initial days of schooling. In this context, it can be stated that development of child is extremely sensitive to adverse effects from malnutrition, lack of care as well as responsive parenting (Roskos, 2017). In  this context, Wood (2014).commented that if basic needs of the individuals are not fulfilled, it marks a negative impact on the minds of the children during their adulthood. In accordance with the opinion of Roskos (2017), it is seen, that if the children faces humiliation or gets maltreatment from anyone, repercussions are felt in adulthood.

Socio-emotional competencies and their influence on child development

It has been observed that development of young children is the social procedure. In accordance with the opinion of Karoly (2016) children tends to learn whatever they see in their surrounding environment. Nowadays, they tend to learn whatever they see in social media and broadcast media. In addition to this, James and Prout (2015), they learn both the good values and bad values of the society after getting acquainted with diverse channels of social media such as Facebook, Twitter, etc. As a result, it is becoming difficult for the guardians to teach the good values to their children (Blackwell, Lauricella and Wartella, 2014). During early childhood, it has been noticed that children learns new things by imitating from the social media as well as cultural media. From the perspective of Wijayanti, Nikmah and Pujiastuti (2018), it is seen, that the children also learn new things by imitating the behavior of the other individuals who are older than these children. If the individuals             exhibit bad behavior, then children learns bad behavior. If the individuals exhibit positive behavior, then it is seen that the children learns good behavior. In other words, education of children is highly dependent on the patterns of the behavior of the individual.
Image of the child

Nowadays, image of the child is gaining importance in the educational sector.  The image of the child  needs  the transformation in role of educator: from the technician implying prescribed techniques to create predefined results, to the reflective rich professional (Nutbrown, and Clough , 2014). He or she should be more attentive for creating possibilities instead of pursuing the predefined objectives. In addition to this, child is considered as the active learner. It is seen that children are strong and competent. They are powerful and competent beings. It is seen that majority of the children are related to adults as well as rest children (Wood, 2014). In this context, it can be commented that image of the child is considered as one of the guiding principles of Reggio Emilia. As per this principle of Reggio Emilia, it is seen that individuals are capable individuals and they are creative by nature. In accordance with the opinion of Blackwell, Lauricella and Wartella (2014), it has been noticed that children learn new things by sharing the thinking with guardians, adults along with peers.

According to Roskos (2017), these individuals are considered as natural researchers. They always question to other people regarding what these individuals see. It has been observed that the case study of Gilamn showcases the fact that image of the child is well-connected to all-inclusive practices within the environment of the early childhood center of Canada. It has been found every children is capable and every children has potential (Wood, 2014). This is the belief of Reggio Emilia. The child who has special rights was suffering from different cognitive as well as motor challenges. It has been observed that this child could not communicate properly with the peers (Spodek and Saracho, 2014). It has been observed that during painting, the child was suffering from distress (Samoil?, 2014).

The concept of ‘image of the child’ in Reggio Emilia approach

As a result the child has stopped doing painting. In other words, the child had stopped doing painting out of distress. However, the tutor had offered a solution to the problems of the respective child. The tutor had clipped the clothespin to the painting tool’s end so that there is no need to touch the paint. Wijayanti, Nikmah, and Pujiastuti (2018) asserted that this approach of the tutor had encouraged the disable child to start painting , which was imitated by his peers. An inclusive classroom community was created by the tutor after he had offered a new solution to the child having special rights. This shows that tutor has a respect for the child and he believes that all children are competent beings.  Bredekamp (2016)) stated that hundred languages of individuals is one of the key principles of Reggio Emilia. In order to express themselves, children use various modes of interaction. In other words, it has been observed that different mediums are used by children for expressing themselves.

 It is seen that more than 90% children belong from poor families. A demonstration on age-appropriate drawings as well as  fine motor skills has been given by these individuals who are coming from  poor families. It has been observed that researchers had given them  different collage papers which are differently colored, textures as well as sizes in the big transparent plastic container. The children got the instructions from the researchers that they can can play with  as many papers as they desired. Time given for exploration was thirty minutes only.  After collecting data, it has been noticed by researchers that children had given three kinds of responses at the time of communicating with collage papers (Kljaji?, 2016). It has been observed that the children physical knowledge responses while they were interacting with collage papers. These responses were related to touching, tearing as well as looking through papers (Mak et al., 2017). They had given mental relationship responses while they were interacting with collage papers (Grade, 2014).

Combining the materials, covering the materials as well as folding materials are the kind of the responses that the children were giving when they are communicating with collage papers. In addition to this researchers had observed that the children were giving symbolic representation responses like writing, etc. It is seen that creating images and pretend play are also included in symbolic representation responses given by the children (Lindenskov et al., 2015). It has been noticed that many young children started experimenting with materials. It is seen that many young children was experimenting with things in order to understand the properties of the materials they were experimenting with. On the other hand, older children started playing with them and also began creating items more quickly. In this context, it can be stated that as a consequence of exploration, occurrence of relationships as well as representations takes place. These are related to pretend play, creation of numbers as well as letters.  These are also related with verbal play scripts as well as stories. Moreover, it has been noticed that this study has proved how intimate exploration has resulted in best quality artwork in schools. Not only are this, role play, writing and drawing the different modes of the expression that the children express when they are given some instructions. Storytelling as well as physical body movements is also included in modes of expression.

Social construction and its role in shaping realities

Social construction connects to the idea that emergence of ‘realities’ takes place after the individuals communicate among themselves. It has been observed that emergence of ‘realities’ takes place after individuals communicate with their surrounding environment. In this regard, it can be stated that ‘reality’ is constructed within the society. It has been observed that there are three kinds of groups existing in the current society. According to Gultepe (2016), these groups are high-income groups, middle-income groups and low-income groups. From the perspective of high income groups are those individuals who earn more money to sustain their livelihood. As opined by Wijayanti, Nikmah and Pujiastuti (2018) middle income groups are those individuals who earn standard income to sustain their livelihood.

Financial stability is below standard in Lower income groups. Apart from this there is another group who does not have fixed income. In some Western countries it has been observed that the younger children are sent to school at an early age in order to become a prospective child labor for the nation. In this regard it can be stated that instead of giving importance on Childs learning and development society wants child to become a labor in future. It has been observed that is out look of the society is creating an obstacle in the learning and development of younger children. Since children of a country is future of the nation. It is a human rights of every children to accessibility of education. It has been observed that if children get accessibility to education then it possible to cause socio economic development of the nation (Wood, 2014).

Different nation have different policies. In other words educational policies vary from one nation to another nation In case of developing nations it is seen that children of below poverty level and poor families are forced to choose the profession of child labor. Not only has this had the number of school dropouts become higher in developing countries. Apart from this scarcity of employment results in immoral trafficking of human. In order to restrict all these adverse consequences, governments of different countries undertake different policies from time to time, and make sure that each and every individual receives high quality education without facing any short of discrepancy. In this context it can be stated that the main purpose is to make every individual as a competent powerful as well as capable person (Kljaji?, 2016). In this regard it can be stated that there is a need for conducting census and research in order to get a clear view of how many children received education and how many are left. A regular statistics should be maintained for framing the new policies and making amendments in the existing ones.

References

Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82-90.

Bredekamp, S. (2016). Effective practices in early childhood education: Building a foundation. Boston: Pearson.

Grade, F. (2014). THE UNIVERSITY AND ELEMENTARY SCHOOL. Creating Visions for University School Partnerships, 167.

Gultepe, N. (2016). High School Science Teachers’ Views on Science Process Skills. International Journal of Environmental and Science Education, 11(5), 779-800.

James, A., & Prout, A. (Eds.). (2015). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood.  Abingdon: Routledge.

Karoly, L. A. (2016). The economic returns to early childhood education. The Future of Children, 26(2), 37-55.

Kljaji?, A. (2016). Influence of Parents and Childcare Workers on Child’s Skills and Abilities in the Field of Art. Croatian Journal of Education: Hrvatski ?asopis za odgoj i obrazovanje, 18(Sp. Ed. 2), 157-173.

Lindenskov, L., Tonnesen, P. B., Weng, P., & Østergaard, C. H. (2015, February). Theories to be combined and contrasted: Does the context make a difference? Early intervention programmes as case. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education (pp. 2675-2680).

Mak, B. S., Cheung, A. C., Guo, X., Abrami, P. C., & Wade, A. (2017). Examining the impact of the ABRACADABRA (ABRA) web-based literacy program on primary school students in Hong Kong. Education and Information Technologies, 22(6), 2671-2691.

Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience.  California: Sage.

Roskos, K. A. (Ed.). (2017). Play and literacy in early childhood: Research from multiple perspectives. Abingdon: Routledge.

Samoil?, M. E. (2014). Semantic Relationships in Adult Education. Romanian Conceptualisations. Procedia-Social and Behavioral Sciences, 142, 542-547.

Spodek, B., & Saracho, O. N. (2014). Handbook of research on the education of young children. Abingdon: Routledge.

Wijayanti, K., Nikmah, A., & Pujiastuti, E. (2018). Problem solving ability of seventh grade students viewed from geometric thinking levels in search solve create share learning model. Unnes Journal of Mathematics Education, 7(1), 8-16.

Wood, E. A. (2014). Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education, 22(1), 4-18.