In this essay, I will be analysing two interviews based on a set of questions on children, childhoods, families and communities. I will also be addressing social and cultural influences that might shape the identities of young children, indigenous teaching and the ICT implications on pedagogical practices.
Both interviewers are from different cultures (A1 & B1) yet seem to have been raised with similar views. Although both A & B come from blended families, they have strong family relationships and value their family unit (A2 & B2). Looking through a historical lens, Clark (2013) spoke about the traditional family unit being comprised of biological parents and their biological children. (Murdoch) stated that the traditional family unit …show more content…
They believe that if a child is not feeling comfortable in their environment and one or both parents are affecting their sense of belonging, feeling secure and supported in their Microsystem, the child needs to be respected with their wish and be able to voice their needs and concerns. Interviewer A did not give an age as she believes that talking is the main key, whereas interviewer B suggested a specific age as well as highlighting that the child needs to be listened to if they are feeling …show more content…
It is general knowledge that children from high socioeconomic backgrounds will gain a significant head start in the use of technology, leaving pressure for parents in lower SES families to keep up with this. There are going to be barriers as teacher’s pedagogical beliefs will influence the use of technology. Smooth integration into the ECEC and schools will be affected by the teachers attitude towards the changing world as well as their level of comfort and technological knowledge (contemporary vs historical pedagogies). There is a risk that technology in classrooms is not used in a student centred meaningful way as well as there being limited resources, which could result in teachers handing out homework that requires the use of technology. This could put pressure onto lower SES families who may not have the required technology available for their child to complete their homework. (Blackwell, Lauricella, & Wartella, 2014, p. 84-86)
Technology can be linked to Bronfenbrenner’s Chronosystem in the Bioecological Scale, especially in the advances in technology and the continuing affect that technology has on children socially in their ECEC and schooling environment could have a broad range of impacts on the child socially and emotionally. Interviewee B brought up her concern
Both interviewers are from different cultures (A1 & B1) yet seem to have been raised with similar views. Although both A & B come from blended families, they have strong family relationships and value their family unit (A2 & B2). Looking through a historical lens, Clark (2013) spoke about the traditional family unit being comprised of biological parents and their biological children. (Murdoch) stated that the traditional family unit …show more content…
They believe that if a child is not feeling comfortable in their environment and one or both parents are affecting their sense of belonging, feeling secure and supported in their Microsystem, the child needs to be respected with their wish and be able to voice their needs and concerns. Interviewer A did not give an age as she believes that talking is the main key, whereas interviewer B suggested a specific age as well as highlighting that the child needs to be listened to if they are feeling …show more content…
It is general knowledge that children from high socioeconomic backgrounds will gain a significant head start in the use of technology, leaving pressure for parents in lower SES families to keep up with this. There are going to be barriers as teacher’s pedagogical beliefs will influence the use of technology. Smooth integration into the ECEC and schools will be affected by the teachers attitude towards the changing world as well as their level of comfort and technological knowledge (contemporary vs historical pedagogies). There is a risk that technology in classrooms is not used in a student centred meaningful way as well as there being limited resources, which could result in teachers handing out homework that requires the use of technology. This could put pressure onto lower SES families who may not have the required technology available for their child to complete their homework. (Blackwell, Lauricella, & Wartella, 2014, p. 84-86)
Technology can be linked to Bronfenbrenner’s Chronosystem in the Bioecological Scale, especially in the advances in technology and the continuing affect that technology has on children socially in their ECEC and schooling environment could have a broad range of impacts on the child socially and emotionally. Interviewee B brought up her concern