This essay will explore the contemporary and historical complexities of childhood and safeguarding children’s welfare in the 21st century. I will also briefly explore childhood in the 16th century, acknowledging the collaboration between legislations, policy, practice and the environment. The focus of my discussion will identify positive strategies for a professional Early Years practitioner and how aspects of the environment and ethical issues need to be considered when promoting the wellbeing of children. I will provide evidence from a range of theoretical perspectives, research and statistics to inform my discussion.
Many of us perceive childhood in different ways. In the 21st century childhood is seen as playing games and having fun, but to others it was a different experience and a difficult one at that. Philippe Aries a French historian claimed that childhood didn’t exist before the 17th century. Back in the 1600’s children of this era resembled miniature adults and their lives were characterized by poverty, hard labour and exploitation. In the 19th century very few children went to school and most poor children worked. At this time only boys went to school while the girls stayed at home and learned how to be a housewife or Girls from wealthy families would usually be taught at home by a governess. Sometimes, wealthy girls may have attended boarding schools too. However, this was not the case for all families, many of the poor families during this time did not have enough money to support the family, which then lead to forcing the child to work in factories which is child labour. And since children were working at such a young age, in horrible conditions it was life threatening so there was a high risk of them dying. (Childhood in 16th century, 2010) Due to these occurrences, later in the 18th century the government conceded the Factory Act 1834. This Act was to improve conditions for children working in factories. The act ensured that children weren’t allowed to work under the age of 9 and at night and they were only allowed to do a specific amount of hours.
In the 21st century, children’s well-being is largely being affected by various factors such as social factors, such as the support and care from parents, friends, neighbours, and teachers. According to Bronfenbrenner’s first part of the ecological systems theory called the microsystem this is the child’s immediate surroundings. The microsystem refers to which the child is affected directly and is influenced by whom the child is interacting with. For example, if a child is sick he will visit a paediatrician, later that day he may go to a park with his neighbours. Both of these will have a profound impact on his development while others have a minor impact. However, these microsystems will contribute to the child’s social and emotional development. (Shaffer and Kipp, 2009)
Different factors determine child health during gestation, birth, the perinatal period, the postnatal period, and early childhood. The impacts of various factors vary with the age of the child. Factors affecting children can be divided into nutrition, biological conditions, environmental conditions, and access to health services. In the 1001 critical day’s conception to the age of 2 age range is so critical it’s known as the “window of opportunity”. Evidence shows that A foetus or baby exposed to toxic stress can have their responses to stress (cortisol) distorted in later life. This early stress can come from the mother suffering from mental illnesses such as depression or anxiety, or not having a good relationship with her partner, or even such as bereavement. Babies are disproportionately vulnerable to abuse and neglect. In England they are seven times more likely to be killed than older children. Around 26% of babies (198,000) in the UK are estimated to be living within complex family situations, of heightened risk where there are problems such as substance misuse, mental illness or domestic violence. 36% of serious case reviews involve a baby under one. (The 1001 Critical Days) Many factors that affect environmental conditions such as living in poverty in poor damp conditions also affect health outcomes. For example, Mold and dust can exacerbate and contribute to the development of chronic conditions like asthma and allergies. (Shyamsundar, Bandyopadhyay, and Group, 2007)
Biological factors such as parent or child mental illness or disabilities. These factors have the greatest impact on children’s health and well-being. While abuse is a major concern for every child and young person, it is influenced by other factors such as family violence, drug or alcohol abuse. Every child has a right to positive health both in childhood and as a foundation for the future. The United Nations Convention on the Rights of the Child (UNCRC, 1989) incorporates universal standards that children and young people under the age of 18 have, which adults must uphold (Underdown, 2007). For example, if a child is suffering from potential abuse or neglect the policy in my practice, Working Together to Safeguard Children (2015) states that as Early Years providers have a duty under section 40 of the Childcare Act (2006) to abide by with the welfare requirements of the Early Years Foundation Stage and report to the designated safeguarding officer in my practice. (Working together to safeguard children, 2015).
The huge growth of social media, smartphones and technology that is transforming children’s lives in the 21st century is affecting their ability to develop appropriately. Data show us that over 7.5 million children under the age of 13 have joined social networking sites such as Facebook, Instagram and Twitter. Statistics that I carried out in my setting show that out of 30 children, 20 of them use social media on either their mobile phones or their parents. By the time they are 2 years old, more than 90% of all children are able to use devices such as a smart phone or an IPad and at five years, old more than 50% interact with technology devices on a day-to-day basis. Children of the 21st century are spending more time on social media and on technology devices rather than their parents, teachers or peers. Furthermore, the impact of the heavy usage of media and technology is affecting children’s emotional and cognitive development. Research shows that the internet is changing how children’s brains work which results in children to have lower understanding, poor focus, and greater risk for depression and reduced long-term memory (The American Academy of Paediatrics, 2016). It is understood that digital media has also altered our fundamental concepts of and respect for privacy. Young people now routinely post and share private, personal information and opinions on social media platforms without understanding or considering the potential consequences. Grooming can affect any child. However, vulnerable children, such as those with disabilities, may be more at risk than others may. Groomers will exploit any vulnerability to increase the child or young person's dependence on them, and reduce the likelihood of the child speaking out. The permanence of what anyone posts online and the absence of an "eraser" button mean that the embarrassment and potential damage can last forever. (CNN, 2012) As a practitioner I would explore the online world together, I will discuss things that we shouldn’t share such as passwords, private things, personal information, and most importantly taking explicit photography. Secondly I will discuss why there are age restrictions on some sites and why it is beneficial for them. Also I would make the children aware of possible risks that could occur whilst being online.
Sue palmer’s “Toxic Childhood” (2006) argues that contemporary culture has resulted in toxic childhood syndrome and that childhood is in need of detoxification. She claims that, every year children become more distractible, impulsive and self-obsessed – less able to learn, to enjoy life, to thrive socially. Technology devices determine children of as of today, watching too much television, unsafe environments/streets, unhealthy junk food, irregular sleep patterns, constant exposure to advertising and celebrity culture, violent media, lack of interaction, socializing with peers and exposure to dangerous people through the internet. (Curtis and Pettigrew, 2009). In my practice, the school teaches children how to stay safe on line as part of the curriculum and during focus weeks or other events. We have an E-Safety policy in place to ensure the safe use of internet and electronic communications technologies such as mobile phones and internet connected devices. The policy highlights the need to educate children, young people and their families about the benefits and risks of using new technologies both in and away from the school context. The policy safeguards to the children the importance of reporting abuse, misuse or access to inappropriate materials. In addition, the e-safety policy relates to other policies including, Anti bullying, child protection and data protection. In my practice we also offer parents and carers good advice and material websites such as http://www.thinkuknow.co.uk/ or http://www.childnet.com/parents-and-carers/hot-topics/keeping-young-children-safe-online.
Children who are healthy, physically and mentally have the energy and motivation to explore and experiment socially and positively. Maslow (1970) described a hierarchy of needs that must be met in order for the child to reach their full potential. Maslow highlights that having basic biological requirements such as having a good balanced diet so that the individual can become concerned with the next step such as socialising and self-esteem. If children have decent health, it will allow the child to contribute confidently and will be open to exploring new experiences. However, biological relationships between physical and health and emotional well-being are also becoming increasingly recognized. For example, research by Cohen (1991) has shown that stress affects the immune system and is more likely that children will develop a viral infection such as the common cold. The impact of poor attachments go far deeper than this. A child’s self-confidence, resilience, happiness are all adversely affected well into adulthood if these first, fundamental relationships are not protective and loving. (Underdown, 2007).
Pierre Bourdieu's work states that an individual’s cultural background is to be considered in terms of activities and resources. However, he also emphasises that not all backgrounds are valued equally by society, or by teachers in schools. Bourdieu argues that the ideal type of student imagined by teachers is modelled on middle class values, expectations and experiences. He argues that whole schools are saturated with middle and upper class cultures so much that lower class children are likely to feel immediately out of place, which is why it is important that Early Years practitioners should consider ethical issues to promote the wellbeing of children. (Curtis and Pettigrew, 2009) as a professional practitioner, I partially disagree and agree with Bourdieu’s work. Firstly, I disagree that teachers discriminate children based on their values and expectations due to the fact that teachers and all those who are working with children and young people are bound by legislation to respect the rights of children, young people and their families, ensuring that all children feel included, secure and valued. My practice adheres to the Equality Act 2010, to ensure that children are not discriminated and furthermore to help achieve equal opportunities. (Equality Act 2012). And The United Nations Conventions on the Rights of the Child (1983), Article 28 states “ children have the right to a good quality education “ and Article 29 states “ your educator should help you use and develop your talents and abilities “. (UNCRC 2010)
In addition, I agree with Bourdieu’s work that cultural background should be considered in terms of planning activities and resources only because every child has different abilities. According to the EYFS, it seeks to provide quality and consistency in all early years’ settings, so that every child makes good progress and no child is ignored. Moreover, a secure foundation which provides learning and development opportunities which are planned around the needs and interests of each individual child. In my practice, I was working with a child who did not understand the lesson outcome when delivered in class, I therefore simply explained differently, showing different strategies and examples as to how the teacher did and the child was able to understand and continue her work confidently. I personally think it is significant that educators should hold a range of perspectives relating to teaching, learning and development and these should be measured when working with any children. Because knowledge can be revealed in many different ways as, it helps the child to understand better in regards with his/her capabilities (EYFS 2012).
Saul McLeod a renowned rehabilitation specialist argues that psychologist Bruner (1978) emphasise the child’s social environment. Bruner agrees adults should play an active role in assisting the child’s learning. Bruner accentuated the social nature of learning, quoting that other people should help a child develop skills through the process of scaffolding. Scaffolding involves helpful, structured interaction between an adult and a child with the aim of helping the child achieve a specific goal. (Simply Psychology 2012).
There are great risks that children face in our society such as social networking and cyber bullying, grooming, human trafficking, and failure of some children’s services to protect those in care, highlight the importance for those working with children to be aware of the risks and be vigilant in their roles. The NSPCC has published child protection statistics for the United Kingdom and identifies that there are over 92,000 children in care and over 50,000 identified as needing protection from abuse; these statistics are based on figures supplied by the child protection register in 2013 (NSPCC, 201). In light of this and the Children Act (1989), this law explicitly protects children and it is significant for those working with children to be aware of these issues and the teacher’s role involves being vigilant for children at risk or in risk of potential harm. In other unfortunate cases such as Victoria Climbie or Peter Connolly where safeguarding broke down immensely and professionals failed to adhere to legislations and policies and failed to protect and save the two children, who tragically passed away due to severe abuse and neglect. When working with children who may be at risk it is important to adhere to the Working Together to Safeguard Children (2015), to share information with other professionals to gain the necessary provision, ensuring the child receives the appropriate support needed. (Goepel, Childerhouse, and Sharpe, 2015)
The environment is key when supporting and developing a child’s learning and development. An enabling environment will provide a child with stimulation and challenge. The environment will help the child to discover, explore and experiment. The environment should be flexible. For example, have a quiet zone for reading and room for physical play. The environment should support children’s learning across all six aspects, in relation to the EYFS 2012, allowing them to perform their skills and develop new ones. In relation to the Every Child Matters (2008), it is vital to enable an environment, which provides children with a safe and secure place to play and learn with support from adults who will continually risk assess and evaluate the environment. Jean Piaget (1896), a child psychologist states that teachers and early educators had a significant impact on how the environment was viewed in relation to children’s learning and development. Healthy environment and a clean place to play will reduce the risk of infections and make children aware of good personal hygiene. An environment that provides various activities and resources will encourage children to participate. (Hodgman, 2012)
The environment has always been well thought-out in children’s learning and development. Maria Montessori (1870), a physician and educator who based her research on providing children with the freedom to learn in an environment, allowing them to explore, discover, and direct their own learning with materials and resources. The Montessori approach firmly believes in free flow between the indoors and outdoors, for the children to encourage exploration and independently. (Hodgman, 2012)
Rudolf Steiner (1861) was a philosopher who developed various teaching styles in relation to educating children. The Steiner approach is based on providing a suitable environment with many natural resources and sensory resources. The Steiner approach is focused also on practical and domestic activities. While the day is very structured, outdoor play is promoted, it is not free flow play. The Reggio Emilia Approach is an approach to teaching young children puts the natural development of children, as well as the close relationships that they share with their environment. The environment in this approach is so great that the learning environment is often described as the ‘third teacher’. In more recent years, Urie Bronfenbrenner constructed the Ecological Systems, Theory, which is based on how different environments impact on people’s lives. Bronfenbrenner describes the ‘Micro System’ a child’s home or setting, this is where most of the child is learning takes place. In 1996, New Zealand developed their own framework called Te Whaariki; this curriculum was to meet the needs of the local traditions and environments. Also similar to the Early Years Foundation Stage. (Hodgman, 2012).
As a practitioner I believe that the EYFS influences me on everyday practice because the EYFS is significant when working with children and families. The framework has become strong and has a positive influence on all ages and groups and it underpins everything we do when working with children. I view the framework as an intrinsic part of my everyday work and it guides all of my practice. The EYFS helps to provide activities for children which are based on objectives taken from the EYFS ensuring that all developmental stages are catered for and that as practitioners we do our best to incorporate a range of activities and different needs of the children.
The Early Years Foundation Stage is a framework for children in England; it values the environment, evidenced by its four principles: A Unique Child, every child is a competent learner from birth who can be resilient, capable, confident and self-assured. Positive Relationships which enables children to be strong and independent from a loving and secure relationships with parents/and or a key person. Enabling Environment is a key role in supporting and extending children’s development and learning. In addition, children development and learn in different ways and all areas of learning and development are equally important and inter connected. The EYFS framework principles are further broken down into statements on the principles into practice cards. The environment allows children’s learning to be supported through planned experiences and activities that are challenging but achievable. furthermore “a rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in a secure and safe, yet challenging, indoor and outdoor space “. (Hodgman, 2012)
There are many different theories of development, all equally important as they influence my practice and help us understand children’s behavior and ways of learning. For example, Piaget’s constructivist theories which view children in a way that they are able to make sense of their world as a result of their experiences and how they are active learners. Piaget’s work influences my setting into providing more hands on activities which furthermore helps practitioners to work out the needs of children and plan activities accordingly.
Vygotsky influences me because believes that practitioners working with children should broaden their thoughts in order for their potential development to be achieved, he believes as well as the adults working alongside the children, the children could also guide and develop his/her peers. Evidence of this can often be found in my setting. One example would be the ‘BB ‘System, it stands for buddy and boss. This is where children would turn to their buddy for help and if they still don’t understand they would then seek help from the teacher.
In conclusion, it is amazing how much children’s lives are changing. Comparing the 16th century and the 21st century, there are many different things that have changed. Never the less, the potential harm and risk children face today is a major issue. It is important that as professional practitioners we adhere to policies, procedures and legislations to achieve the very best outcome for every children and their families. In Addition, with the same policies and legislations it is important that we deliver to our best abilities the finest education to each individual ensuring that the environment is a safe, secure place for children to explore, discover, grow and learn.