Poverty Stricken Children in Early Childhood Education and Care.
The only way child poverty could be stricken out is by having every child access to enough healthy and nutritious food, clothing for all seasons, adequate housing that does not invite sickness, healthcare and the rich and various learning experiences that can help every child to develop their full potential.
Of course, as there are many contributing factors to the way a child grows up (Fletcher & Dwyer, 2008), any plan made to combat child poverty needs to acknowledge these contributing factors that influence children and their families. Within New Zealand, early childhood education and care fosters every child holistically to grow up as "competent and confident learners and communicators, healthy in mind, body and spirit, secure in the knowledge that they make a valued contribution to society" (Ministry of Education, 1996, p. 2).
"The first early childhood education services in this country
had the primary aim of providing for disadvantaged children.
The psychological and educational advantages of early
childhood education services were soon seen to have
benefits for all children and were increasingly recognised
as providing support to families as well as education for their children"
(Ministry of Education, 1996, p. 17).
Within a child's life they will be influenced by many different things, experiences and people. Children are influenced not only by the immediate family, ngaa whaanau, but also by the others outside this immediate circle. Urie Bronfenbrenner's (1917-2005, cited in Feeney, Moravcik, Nolte & Christensen, 2010) ecological systems theory "describes systems of social and cultural contexts that influence development" (p. 153).
The relationships, within the microsystem, between the child and the teachers in early childcare service they attend rectangularly would have a significant influence on their development.
The way the child's family interacts with their teachers would also have an impact. For example, if the parents and teacher's support each other to provide the appropriate learning experiences, resources and use respectful teaching practices, the child can be immersed in an environment that encourages learning and thus hopefully begin to develop a positive sense of education.
(Image retrieved from: http://www.beststart.org/OnTrack
The 'traditional' nuclear family structure, is not so traditional any more. Children, many of them, may experience different family arrangements and possibly different families during their childhood. These changing family structures are seen in the picture of child poverty within New Zealand (Child Poverty Action Group, 2002). Within an early childhood centre, early childhood teachers work to maintain positive, high quality relationships with children and their families, while also striving to provide stimulating learning environments with appropriate individualised learning programmes, and reflect the principles of te Tiriti o Waitangi (Ministry of Education, 1996).
It is important to provide an environment that reflects the children in attendance within the centre (Feeney et al, 2010). If a setting provided only resources, such as books, that reflected only families with parents that were together, there is a lack of support for children with divorced/separated/absent parents. Children who's families are seen to be below the poverty line, may not have "traditional" family structures, need to have that reflection within their centre environment, to develop and sustain a sense of belonging (Ministry of Education). Some children may experience a lack of structure, for example parents working more than one job at different hours in order to provide for their children, early childhood education teachers could in these instance provide that opportunity for children to learn a more formal structure. For future educational proposes this could be very useful for children when they attend formal schooling (Barnett, 1998).
Importance of.........within the early childhood service:
Learning Environment
Within early childhood education and care settings, teachers provide children with an environment that is stimulating and safe that promotes challenges and risk taking. The teachers encourage children to learn through experiment in a range of play experiences. It is important for the environment children learn in is inviting and engaging, this not only encourages learning but also promotes a sense of belonging (Ministry of Education, 1996; Shirrmacher & Fox, 2009).
Individualised Learning
The concept of 'ako' is the ideaology of both teaching and learning, the word itself means both "to teach and to learn" (Tamati, 2005, p. 23). In order to provide learning programmes that are individualised, the teacher's programme planning and assessment must reflect influences of the child. By recognising and acknowledging the child's interests, strengths, goals, achievements and desires the teacher can truly provide individualised learning opportunities and experiences.
Te Tiriti o Waitangi
The environment and any individualised learning, are influenced by the teachers professional relationship and commitment to Te Tiriti o Waitangi. Early childhood teachers work hard to enable learning environments and experiences in which children are given the "opportunity to develop knowledge and understanding of the cultural heritages of both partners to Te Tiriti o Waitangi" (Ministry of Education, 1996, p. 9). Through having an understanding of the treaty, teachers can use this understanding to work with children, and their families, to create and provide the right environments and learning programmes.
Relationships
In order for the above to happen, early childhood teachers need to have reciprocal relationships with the children, the families and with each other (Ministry of Education, 1996). Through having quality, reciprocal relationships with children and the children's families, that have reciprocal and respectful communication, teachers can be informed and guided in what the children need to be provided while they are in attendance at the service.
References.
Barnett, W. (1998). Early care and education for children in poverty: Promises, programmes, and long term results. Google Scholar. Retrieved from: http://books.google.co.nz/books?hl=en&lr=&id=CJKp1K2qopgC&oi=fnd&pg=PA1&dq=ece+and+poverty+&ots=PhdifFJZTn&sig=yak0WNGQKA562RcvdS6beWqXLfI#v=onepage&q=ece%20and%20poverty&f=false
It is important to provide an environment that reflects the children in attendance within the centre (Feeney et al, 2010). If a setting provided only resources, such as books, that reflected only families with parents that were together, there is a lack of support for children with divorced/separated/absent parents. Children who's families are seen to be below the poverty line, may not have "traditional" family structures, need to have that reflection within their centre environment, to develop and sustain a sense of belonging (Ministry of Education). Some children may experience a lack of structure, for example parents working more than one job at different hours in order to provide for their children, early childhood education teachers could in these instance provide that opportunity for children to learn a more formal structure. For future educational proposes this could be very useful for children when they attend formal schooling (Barnett, 1998).
Importance of.........within the early childhood service:
Learning Environment
Within early childhood education and care settings, teachers provide children with an environment that is stimulating and safe that promotes challenges and risk taking. The teachers encourage children to learn through experiment in a range of play experiences. It is important for the environment children learn in is inviting and engaging, this not only encourages learning but also promotes a sense of belonging (Ministry of Education, 1996; Shirrmacher & Fox, 2009).
Individualised Learning
The concept of 'ako' is the ideaology of both teaching and learning, the word itself means both "to teach and to learn" (Tamati, 2005, p. 23). In order to provide learning programmes that are individualised, the teacher's programme planning and assessment must reflect influences of the child. By recognising and acknowledging the child's interests, strengths, goals, achievements and desires the teacher can truly provide individualised learning opportunities and experiences.
Te Tiriti o Waitangi
The environment and any individualised learning, are influenced by the teachers professional relationship and commitment to Te Tiriti o Waitangi. Early childhood teachers work hard to enable learning environments and experiences in which children are given the "opportunity to develop knowledge and understanding of the cultural heritages of both partners to Te Tiriti o Waitangi" (Ministry of Education, 1996, p. 9). Through having an understanding of the treaty, teachers can use this understanding to work with children, and their families, to create and provide the right environments and learning programmes.
Relationships
In order for the above to happen, early childhood teachers need to have reciprocal relationships with the children, the families and with each other (Ministry of Education, 1996). Through having quality, reciprocal relationships with children and the children's families, that have reciprocal and respectful communication, teachers can be informed and guided in what the children need to be provided while they are in attendance at the service.
References.
Barnett, W. (1998). Early care and education for children in poverty: Promises, programmes, and long term results. Google Scholar. Retrieved from: http://books.google.co.nz/books?hl=en&lr=&id=CJKp1K2qopgC&oi=fnd&pg=PA1&dq=ece+and+poverty+&ots=PhdifFJZTn&sig=yak0WNGQKA562RcvdS6beWqXLfI#v=onepage&q=ece%20and%20poverty&f=false
Child Poverty Action Group. (2002). Complaint to human rights commision - child tax credit. Retrieved from: http://www.cpag.org.nz/
Feeney, S., Moravcik, E., Nolte, S., & Christensen, D.
(2010). Who am I in the lives of
children?: An introduction to early childhood education (8th
ed.). Upper Saddle River, NJ: Pearson Education.
Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mō ngā mokopuna o
Aotearoa: Early childhood curriculum. Wellington, New Zealand:
Learning Media.
Schirrmacher, R., & Englebright-Fox, J. (2009). Art and creative development for young
children (6th
ed.). Belmont, CA: Cenage Learning.
Tamati, A. (2005). “Mā tōu
rourou, mā
tōku
rourou” The cncept of ako: Co-construction
of
knowledge from a kaupapa māori perspective. Early
Education 37, 23-31
Fletcher, M., & Dwyer, M. (2008). A fair go for all children. Actions to address child poverty in New Zealand. Wellington, New Zealand: A report for the Children's Commissioner and Barnardos.
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