Introduction
Children develop a sense of identity-based on relations formed with family members, their peers and the community around them (McNaughton & Williams, 2008). Children characteristics, behaviors and their understanding of themselves and persons around them shapes their identities. The sense of belonging, on the other hand, is dependent on the presence of secure connections or relationships with a particular group of individuals. Children with a sense of pride and belonging to their peers, families, communities are emotionally healthy, develop self-assurance and efficiently deal with life challenges. As such, essential foundations for their learning and development are created. Relevantly then, this paper describes the developmental characteristics of young children, an appropriate theme for their age, the rationale for its selection, and a reflective statement on the theme selection experience.
Part One: Findings and Summary of Target Children
The target age group was a class of young children enrolled in a school with a reputation for enrolling first generation children from Caribbean American, African, Asian and European parents. The class thereof was ripe with cultural identities that demand a program that adapts to these variations and creates a sense of belonging among these children. Age appropriate developmental characteristics were demonstrated in various ways. Social development was demonstrated through sharing, cooperation, negotiation, patience, tolerance, and self-confidence. Emotional development was demonstrated through the expression of feelings during role-playing, confidence in trying out new ideas and exposition of a sense of accomplishment and success. Physical development was demonstrated by stacking, lifting, picking, reaching, fitting, carrying and increasing eye-hand coordination.
The basic skills of balance, shape, size, weights, proportions, conversions, reversibility, gravity, comparison and prediction skills, exploration of basic math skills such as smaller than, larger than, measuring, counting, grouping, adding, subtracting, sizing, classifying, and problem-solving skills demonstrated cognitive development.
Language development was demonstrated through vocabularies of size, shape, and position and the appropriate use of expressions during play. In addition, informal interactions with the children led to realization of various topic of interest. Popular interest areas included the environment, animals, people, homes, personal identity, food and nutrition, transportation, health, safety, belonging and families.
Second Part
In my meeting with the cooperating teacher, the teacher stated that teacher-child partnerships helped the children feel affirmed and respected as unique entities developing their life stories. The relevant topics identified for possible thematic integration, including animals and people, were possible areas where activities would be developed, but nevertheless, the theme of identity and belonging was chosen. From observations, and from discussions with the teacher, it was realized that children felt a sense of pride and belonging in their communities, amongst their peers and families when they were appreciated, and appropriately could lead to the development of self-assurance, strong emotions and abilities to deal with life challenges and difficulties.
The promotion of the theme of identity and belonging among this group is dependent on teacher roles. The teacher helps the children develop respectful relationships with others, appreciate the unique and novel features of people (hand and footprints, birthdays, gender, hair size and name) and understand that as individuals, unique needs, interests, and abilities differentiate each other. The teacher also helps the children make sense of ‘whom they are,’ describe their backgrounds, abilities, and strengths and value them by having their interests reflected in the environment. Encouraging the expression of ideas, needs, and preferences and responding to these consistently and respectfully will promote the development of healthy identities (Ungar, 2012).
It was also realized that the expression of regard and understanding of identities, rights and the views of others is dependent on the teacher promotion of such views and helping the children arrive at decisions. The teacher will help the children understand boundaries of acceptable behavior, help others, work cooperatively and interact with others in addition to this, Ungar, (2012) also reports that developing social justice, recognizing and dealing with unethical behaviors and demonstrating skills of cooperation, responsibility, negotiation and conflict resolution goes a long way in realizing the theme of identity and belonging.
It was observed that the ability of children seeing themselves as capable learners is dependent on teachers helping them become aware of unique abilities, interests, strengths, and appreciating variations in learning styles and promoting willingness in sharing knowledge and skills. A key aspect of this theme is demonstrating increasing levels of self-assurance and confidence and directing their learning and demonstration propositions such as responsibility, curiosity, and persistence (Ballantine & Hammack, 2017). Tailoring learning experiences to personal interests based on cultures, homes, and communities and motivating them to think and recognize achievements and progress is crucial (McNaughton & Williams, 2008; Jozwiak, Cahill, & Theilheimer, 2016).
Part three: Rationale
From the interaction with the teacher, and the responses of the children, it was realized that promoting a sense of place and right to a group promotes acknowledgement and extension of family and community links. This theme matches the children’s interests and needs – the need to share/express personal experiences (for example school experiences) with families, peers and the community at large. Emphasizing the importance of understanding different roles of people in the community, in addition to knowledge of the local feature areas, with adjunct participation in festivals, routines, and customary celebrations will enable the children will create a sense of being part of a broader community among the children.
Choice of the theme was based on aiding the children positively understand their identity, value, and respect for their families and communities. Promotion of approval, love, respect, and encouragement undoubtedly contributes to the development of a sense of importance. Pride in whom the children are promoted by positive messages of their cultures, beliefs, and backgrounds. Conjunctively, the messages also give the children confidence to voice opinions, views and make appropriate choices shaping their education (Ballantine & Hammack, 2017). Teachers, on the other hand, develop self-awareness, insights and other skills by accepting variances, exploring attitudes related to diversity and equality and realizing the influences of their values and beliefs on children overall helping children develop a sense of belonging and identity (Goepel, Childerhouse & Sharpe, 2014).
Part Four: Reflection
Utilization of developmentally appropriate practice allows for the successful inclusion of all children. Collaboration with the teacher helped me appreciate that all children have their distinct identities. I learned that each of us belongs to a range of different cultures and communities, leading to unique and dynamic identities and loyalties. Within the mix of different elements that make up the identity of a child will be their culture, religion, nationality, ethnic origin, family expectation, particularly gender-specific expectations, aspirations, roles, and interests. Relevantly, teachers who work with children from different cultural backgrounds and with multi-layered identities need to uphold, value and promote these personalities by taking interests in their customs, festivals, and celebrations. Doing so will increase enthusiasm and motivation and create an environment where the children feel accepted and safe and promote willingness to take learning risks.
References
Ballantine, J. H., & Hammack, F. M. (2017). The sociology of education: a systematic analysis. Upper Saddle River, N.J.: Pearson Prentice Hall.
Goepel, J., Childerhouse, H., & Sharpe, S. (2014). Inclusive primary teaching: a critical approach to equality and special educational needs. Northwick: Critical Publishing.
Jozwiak, M. M., Cahill, B. J., & Theilheimer, R. (2016). Continuity in children’s worlds: choices and consequences for early childhood settings. New York, NY: Teachers College Press.
McNaughton, G., & Williams, J. (2008). Teaching young children: choices in theory and practice. Maidenhead: Open University Press.
Ungar, M. (2012). The social ecology of resilience: a handbook of theory and practice. New York: Springer.
