Essay on Different Cultural Constructions of Childhood

Introduction

The environment we dwell in is comprised of people who come from different backgrounds and have been brought in diverse setups. There have been various challenges that parents and children guardians face as they bring up their children in an environment that is made up of different people. For parents and children professionals to bring up children in the desired manner, they should be well conversant with the techniques employed to bolster inclusivity and diversity in bringing up children.

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Diversity arises in a situation where the environment is occupied by children is made up of people from different races, different economic backgrounds, and people with disability (Diversity Editorial Office. 2014). For children to grow up in the desired way, they should be trained on how to be able to interact with people who are different from them (Clark, & Huber, 2005). Inclusivity is a state in which there is a sound correlation between people from different backgrounds. Research has revealed that children at an early stage of development, from 0 years to 8 years are vital. During this time, children are capable of learning more from the environment, and if they are subjected to a wrong environment, they will adapt to it and grow up in the wrong way.

As indicated in the VEYLDY, the health of children is paramount for their learning process (Garvis, Pendergast, & Twigg, 2013). Being in good health will enable children to develop and have a high capacity to retain the deeds they have been subjected to. For the good health of children to be achieved, health professionals should be supported by parents to ensure that they deliver quality services to the children.

As children grow up, they should be brought in a way that will enable them to have a feeling of inclusion in an environment made up of diverse people (Lo, 2013). For this to be achieved children should be accessed to various maternal and childhood services. Playgroups should be accessible to children; this will enable children to interact with other children from different races and different backgrounds; this will bolster the ability of inclusion of diverse groups. In the VEYLDF article, the writer recognizes the Aboriginal culture and respects it; this indicates that there is a high sense of inclusivity and it is paramount for the wellness of the society (Garvis et al. 2013). There are children who have different attributes, for them to gain confidence in themselves, it is worth recognizing their diverse attributes, and in the process of doing this, they will learn how to accommodate others with different cultural backgrounds and attributes (Tran, Luchters, & Fisher, 2016).

From the tender age of children, it is worth creating an enabling environment for them to have a sense of identity (Melhuish, 2002). With this in place, they will be able to accept themselves the way they are and can accommodate other children with a different identity. Children should be allowed to utilize their various capabilities in adding value to the world; this can be through their skills. Having a sense of wellbeing is paramount for the growth of children, this can be achieved by ensuring that children get special attention from specialists, it will boost their morale of wellbeing hence bolstering their mental development and growth.

In schools, teachers are encountering numerous problems in trying to incorporate inclusive policies in teaching children (Garcia, 2013). Modifying the classroom program to be able to accommodate diverse cultures has become a major challenge to teachers. Appropriate equipment to be used in teaching children at an early stage has been a major challenge; this is because there are no resources that have been allocated to acquire the desired materials which will be utilized by children from different cultures. During the teaching process, it is prudent to utilize teaching materials that make all the students feel that they are free to interact with children from other cultures and are not ashamed of their own culture ("Voices of American and Israeli Early Childhood Educators on Inclusion," 2016).

In some countries like Australia, to enhance a sense of inclusivity in a diverse environment, academic system reforms have been introduced. (Cerezo, & Bergfeld, 2013). This ensures that at an early age of children's education they are subjected to a welcoming environment, and they have a playground that brings together children from different backgrounds in the process of playing together, they develop a sense of belonging and they will be free to interact (Galarraga, 2014). There is a structured way which ensures that there is a smooth transition of children from one stage to another with the sense of viewing others from different cultures as their equals.

Conclusion

In conclusion, the environment we live in is made up of different people from different cultures and economic status. For a healthy coexistence, it is a noble course to ensure that our children develop a sense of belonging and inclusion amid culture diversity. This will ensure that our children relate healthily with their counterparts from different cultures. There is need to device a way of ensuring that inclusivity amid diversity is bolstered; hence our living environment will be friendly.

References

Cerezo, A., & Bergfeld, J. (2013). Meaningful LGBTQ Inclusion in Schools: The Importance of Diversity Representation and Counterspaces. Journal of LGBT Issues In Counseling, 7(4), 355-371. doi: 10.1080/15538605.2013.839341

Clark, P., & Huber, L. (2005). Enhancing Early Childhood Teacher Growth and Development Through Professional Development School Partnerships. Journal of Early Childhood Teacher Education, 26(2), 179-186. doi: 10.1080/10901020590955743

Diversity Editorial Office. (2014). Acknowledgment to Reviewers of Diversity in 2013. Diversity, 6(1), 176-177. doi: 10.3390/d6010176

Galarraga, F. (2014). Diversity at Work: The Practice of Inclusion. Journal of Psychological Issues in Organizational Culture, 5(1), 73-80. doi: 10.1002/jpoc.21132

Garcia, E. (2013). Early Childhood Education Reinvention and Education Policy: Addressing Linguistic and Cultural Diversity. Early Child Development and Care, 123(1), 203-219. doi: 10.1080/0300443961230115

Garvis, S., Pendergast, D., & Twigg, D. (2013). The Victorian Early Years Learning and Development Framework: Managing Change in a Complex Environment. Australasian Journal of Early Childhood, 38(2), 86-94. doi: 10.1177/183693911303800211

Lo, L. (2013). Enhancing Home-School Partnerships: Ways to Involve Hong Kong Parents of Children with and without Disabilities. CAISE Review, 1. doi: 10.12796/caise-review.2013v1.009

Melhuish, E. (2002). Early childhood development and education. Early Human Development, 9(3), 294. doi: 10.1016/0378-3782(84)90042-2

Tran, T., Luchters, S., & Fisher, J. (2016). Early childhood development: impact of national human development, family poverty, parenting practices and access to early childhood education. Child: Care, Health and Development, 43(3), 415-426. doi: 10.1111/cch.12395

Voices of American and Israeli Early Childhood Educators on Inclusion. (2016). International Journal of Early Childhood Special Education, 16-38. doi: 10.20489/intjecse.239574