Chapter 5: Child and Adolescent Development Chapter 6: Diversity in School-age Children and...

Chapter 5: Child and Adolescent Development

Chapter 6: Diversity in School-age Children and Adolescents

Introduction

In this chapter, you will explore diversity within family forms and child care strategies, and what is expected of caregivers.

In all situations, caregivers have a responsibility to respect the diversity of the children and adolescents they work with and their families.

You will learn strategies for creating inclusive environments and become aware of global challenges that affect the lives of children and adolescents.

UNIT 3 Chapter 6: Diversity in School-age Children and Adolescents

Social and Cultural Diversity

People who work with children and adolescents need to respect the diversity of family forms and expectations for their children. For example, families may expect

•children to be cared for by the parent

•children to be sent to daycare while the parent works

•children to do chores in the family home

•child to work in the family business

In what ways are Canadians diverse?


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Social and Cultural Diversity

Which of these family types are common in Canada? What other types of family do you know of?


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Social and Cultural DiversityThe Vanier Institute of the Family (1992) defines family as “Any combination of two or more persons who are bound together over time by mutual consent, birth and/or adoption, or placement and who, together, assume responsibilities for variant combinations of some of the following

•physical maintenance

•addition of new members

•socialization of children

•social control of members

•affective nurturance (love)

•production, consumption, distribution of goods and service


Child Care Around the WorldThe options and trends for child care vary among countries and also within countries.

•In China, extended family is very important and many grandparents live in the family home and care for the children.

•In England, some children are sent to private boarding schools or parents hire professionally trained nannies to care for the children.


How might a child’s experience at a boarding school be similar to, and different from, a public or private school experience? continued...

Extended family is important in many cultures.

Child Care Around the World• In Israel, in some areas, large numbers of

people live together on a kibbutz. The children are cared for by all the adults living in the community.

• In Norway, most children attend government-subsidized daycare (called kindergarten) until they are six years old, when they begin school.

Children around the world share many characteristics, behaviours, and interests.


What are some advantages and disadvantages of each type of child care described?

Child Care and Schooling in CanadaA diverse country like Canada has many different child care options. Some children are cared for•at home by a parent or family members•at a caregiver’s home•at a daycare•at before- or after-school programs•at a formal school or community program

It is illegal to leave a child in an unsupervised home.


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Child Care and Schooling in Canada

The school system in Canada includes a variety of learning options. Alternative school programs are available for children who require a particular schedule, instruction style, location, or content.

•Specialized programs provide an enhanced curriculum in a particular area of study such as art or music.

•Specific learning environments may suit teenage mothers.

•Electronic learning supports distance education.

•Specific schools support religious education.


Aboriginal Child CareChild care in Aboriginal communities is diverse. Services include

•daycare and parenting programs

•elders and grandparents

•Head Start on Reserve programs include activities related to language, culture, health, social support

•friendship centres in urban areas offer alternative schooling opportunities and community social support

•holistic education that integrates an Aboriginal world view

The phrase “when babies cry, you pick them up” is heard often at the Supporting Security program.


Homeschooling

Parents have the legal right to educate their children at home.

• Parents must communicate this intent to their local school board.

• Parents are responsible for ensuring that the child achieves the outcomes set out by local school authorities.

• The child may enroll in a home school program with teacher support.

• The child may attend some classes in school and some at home.

• The child may complete all schooling at home.


The History of Aboriginal Childhood and AdolescenceBefore the Europeans arrived, Aboriginal people in North America existed in kin groups that had an egalitarian structure. •Children were valued and cared for by entire group.•Adults modelled appropriate behaviour for children.•Roles were clearly defined.•Elders used storytelling to teach children.


Do you think families in Canada today have an egalitarian structure?

The History of European Childhood and Adolescence

Until modern times, the lives of children and adolescents in Europe could be harsh. •In the Middle Ages, families worked together to provide for themselves.•During the Industrial Revolution, children worked alongside adults in mines and factories. •Laws were created to protect children from harsh working conditions. Formal education was introduced to keep children occupied. •Children were physically punished to encourage them to conform to social norms.


The Histories ConnectIn the nineteenth century, the European ideas of culture and community (including how to raise children) were thought to be superior to the Aboriginal ways. The Canadian government attempted to either assimilate Aboriginal people or marginalize them so they would become more like the European culture.

•Aboriginal children were placed in residential schools and were forced to learn European culture. They were forbidden to recognize their Aboriginal identity, and the experience caused intergenerational trauma.

•The Canadian government apologized for the residential schools in 2008. Aboriginal people are regaining their cultural identity.


Think Critically1. Create a definition of the term family. Compare it with the

Vanier Institute’s definition from earlier in the chapter. In what ways do they differ?

2. What social factors may be contributing to the increase of custodial grandparent families in Canada?

3. Until what age do you think a child should be supervised before and after school until an adult returns from work? Would any particular context cause you to change your recommendation?


Other Types of Diversity Other types of diversity include individual characteristics, cultural expectations, and challenging circumstances.

People need to feel understood and valued as individuals with unique characteristics. Examples of such characteristics include:

•height

•gender

•sexual orientation

•skin colour

What characteristics do we develop that makes each of us unique?


Cultural ExpectationsCultural expectations vary from one culture to another and may cause tension within immigrant families as the children are socialized to the norms of a new culture.

In western culture people value

•individualism and competition

Many Eastern cultures value

•collectivism and interdependence

What cultural norms are being shown in this picture?


Describe some expectations that collectivist and individualist societies may have of their members.

Challenging Circumstances In 1989, the United Nations declared 54 international rights of the child, based on four basic principles.

These principles are

•the right to survival

•the right to develop to the fullest

•the right to be protected from harmful influences, abuse, and exploitation

•the right to participate fully in family, cultural, and social life

Unfortunately, a variety of global challenges ensure that these rights are not always upheld.


Challenging Circumstances: Natural Disasters Floods, storms, and drought have severe consequences for food security in developing countries. Many children whose homes are affected by natural disasters

•are malnourished

•lose possessions

•lose family members

•lose community support

•have their schooling disrupted

•suffer post-traumatic stress disorderIn what ways is your destiny formed by where you were born?


Challenging Circumstances: Malnutrition and Hunger

An estimated 146 million children in developing countries are underweight due to chronic hunger (WFP, 2013). Chronic hunger can result in

•vitamin A deficiency, which can cause blindness and death

•iron-deficiency anemia, which can cause poor physical and cognitive development

•shifting a family’s priorities away from healthy development of children to accessing food and basic security


Challenging Circumstances: Poverty and Child Labour In developing countries, many families cannot afford nutritious food or the supplies, fees, or clothing that are needed to send their children to school.

•Some farmers cannot pay for seed; some workers cannot pay for tools.

•Others do not have land, water, or education to secure a future (WFP, 2013).

Worldwide, about 111 million children under the age of 15 perform hazardous work (WHO, 2013).


Challenging Circumstances: HIV/AIDS

Globally, more than five million young people are living with HIV/AIDS (WHO, 2011). This disease interferes with

•family financial security due to cost of medication

•normal activities such as school and recreation

•positive development due to children needing to support themselves or being cared for by grandparents who are trying to care for several extended family members


Challenging Circumstances: War

UNESCO and Save the Children documented 3600 attacks on education in 2012. Children were also recruited to join armies (Lederer, 2013). War interrupts•access to food•transportation•health care•education•normal family functioning due to family members suffering from PTSD

Malala Yousafzai “The face of courage.”


Challenging Circumstances: Early Pregnancy and ChildbirthGlobally, about 16 million girls ages 15 to 19 give birth every year. While most of these birth are in developing countries (WHO 2011), some take place in Canada. Teenagers who give birth

•are unable to continue with their education

•are unable to take part in activities with their peers

•face increased levels of poverty

Many babies born to teenage mothers grow up in poverty, limiting their opportunities for optimal growth and development.


Challenging Circumstances: Mental Health IssuesWhile people are beginning to recognize that good mental health is as important as good physical health, some people still stigmatize and exclude others who have mental health challenges. Mental health problems can make people unable to

•take part in activities, resulting in missed opportunities

•develop optimally socially and cognitively

•provide care and support for their children

About 10 to 20 percent of Canadian adolescents are affected by a mental illness or disorder (Canadian Mental Health Association, 2014).


Think Critically

1. How can recognizing and respecting diversity contribute to a child’s self-image? What may happen to a child’s self-image if respect for diversity is overlooked?

2. Choose one issue described in this chapter (for example, natural disasters or malnutrition). What cognitive, linguistic, and social effects might you see in children who have lived with that issue?

3. What role can education play in addressing the issues and challenges described in this chapter?


Respecting DiversityIt is the responsibility of child care workers to respect the diversity of the children and the families with whom they work. A child care worker should

•address prejudice and discrimination

•address inequality and social exclusion

•build inclusive environments

“You can’t make out borders from up here.” – Chris Hadfield and Ed Robertson, song lyric


Prejudice and DiscriminationWhen people do not understand differences (or fear them), they make uninformed assumptions that often lead to discrimination. Watch for•put downs or verbal abuse•teasing or jokes that are racist or sexist•exclusion •bullying•ethnocentrism


What are prejudice and discrimination based on? How can education and awareness help stop prejudice and discrimination?

Inequality and Social ExclusionPeople are sometimes treated unfairly and left out, which is a type of discrimination called social exclusion. It can be associated with

•depression

•higher levels of disabilities from chronic illness

•pregnancy complications

•premature death

Caregivers need to be aware of some children being excluded from the group.


Building Inclusive Environments Teaching inclusion encourages children to value diversity. Caregivers can create environments that respect diversity by

•acknowledging the diversity of Canadians

•understanding different cultural expectations

•understanding needs and characteristics of individuals

•adopting a positive attitude toward diversity

•modelling strategies that support diversity

How can you help children learn to be inclusive?


The Case for Respecting Diversity

People who work with children and adolescents need to respect diversity because it is a factor in Canadian society. For example,

•as of 2006, one in five people in Canada was born in another country, the highest percentage in 75 years (Statistics Canada)

•as of 2006, more than 60 different Aboriginal languages were spoken in Canada (Statistics Canada)


Why is it important to acknowledge the diversity of Canada when you are working with children?

Activities that Support DiversityEnvironments that are bias-free and respectful of diversity increase people’s comfort level, sense of safety, and allow them to participate more fully in society. Activities that promote inclusive environments will build cultural awareness. Activities that support diversity

•set a positive tone, communicating that diversity is valued and oppression is not tolerated

•focus on abilities, not disabilities

•avoid labelling people. The activities focus on people rather than groups of people or differences.

How can you use snack time to promote diversity?


Physical SpacePhysical space should make everyone feel welcome and allow everyone to participate comfortably in activities. Physical space should

• be accessible

• show diversity of people in books, posters, photographs

• include several languages or Braille in print

• allow for easy movement with regards to furniture

If diversity is ignored, or overlooked, everyone loses.


What characteristics or features make you feel welcome in a classroom?

CommunicationListening can help you understand cultural and other differences. Biased language can cause children to believe they do not belong.

•Watch for biased language in print.

•Be aware of what you say. For example, instead of saying your mom or dad, you could say caregiver. Some children may not have a mom or dad.

•Use language that recognizes people instead of their characteristics. For example, say “children with vision impairments” instead of “blind children.”

What strategies can you use to encourage effective communication?


Community Support ServicesEvery community has organizations that offer support to children and their families. Supports can include

•library books

•English tutoring

•homeless shelters

•formal organizations

•informal organizations


What other support groups do you know of in your community? How do they help support families?

Think Critically

1. Are equality and fairness the same when working with children? Explain.

2. How might you handle a situation in which one child needs special care and other children do not?

3. Conduct an interview to learn more about one of the support organizations in your community. Share what you learn with your classmates.


Putting It All TogetherIn this chapter, you have

• compared family forms, child care, and expectations for and treatment of children across cultures and historical periods

• examined global challenges affecting children and adolescents

• identified strategies and activities to create environments respectful of diversity

• learned about community organizations that support families


Chapter 5: Child and Adolescent Development Chapter 6: Diversity in School-age Children and...

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