Child identity and children humanity

Child identity and children humanity
From a personal point of view Sparks and Julie Olsen are correct when indicating that child identity play a big role on improving children humanity. I noted that in their initial chapters of the book; chapter 1 to 4, the authors argue that when adults treat children as strong, intelligent and kind, they are likely to behave in the same way. I do support this because by ensuring all children feel important and are treated in the same manner, will ensure it is possible for them to learn how to behave as strong, intelligent and kind adults in the future (Sparks & Edwards, 2010, p.p 13). However its is worth noting that when children are not treated with respect by adults, it will be difficult for them to make sense of ways of embracing diversity. Childhood programs as depicted by the authors are responsible for assisting children to gain the knowledge and experience required to fit in a multicultural culture.
Further, after reading Patricia Ramsey the first to third chapters of her book I concluded that multicultural related duties and responsibilities should strictly begin to be taught straight from early childhood school classes and further spread to our society. With great support from the discussions provided in the first chapter I noted that there are multiple dilemmas that exist when raising children in a world full of contradictions and inequities relating to multicultural education. However, I do support the arguments that educators or basically adults should not use that an excuse for not assisting children, instead they should embrace the existing approaches and goals that provide guidelines on handling multicultural related challenges. From the readings of the second chapter my personal opinion is that both adults and children have a consistent approach of learning. Therefore, concepts and attitudes introduced in any learning environment should include broad perspectives through discussions and outside classroom activities and materials (Ramsey, 2004, p.p 16). I do feel that the importance of the continuous learning approach can not be ignored as evidenced by the book’s third chapter. Continuous learning approach on sensitive topics like behavior change assist in creating a caring and critical community both in the classroom and in the society. Though adults are changed with this responsibility, it is essential to ensure children understand the importance of this environment to ensure they are able to practice the same in future. I would also like to point out that ideas on ways of assisting children in embracing multicultural environments are focused on both the important duties that all school educators as well as the entire community. For the children to learn how to be caring, cooperative and critical in the community, adults must be role models.
Part B
Cultural background determines children behavior by influencing how they communicate and interact with each other. The fifth chapter of the Anti-Bias Education for Young Children & Ourselves also supports my assumption that culture determines how children react in a multicultural society because it builds character elaborating sensitive issues such as gender identity, economic class, family structures and language. Though the authors clearly demonstrate the importance of early childhood education of assisting children to fit in the current multicultural society, they fail to embrace the importance of other groups rather than childhood teachers such as peers, parents and governments in developing an effective childhood education program.
In my opinion Chapter 6 of Patricia Ramsey’s book also provides adequate evidence that cultural influence children behavior and their ability to fit in a multicultural environment. I feel children should be assisted to learn and understand culture, its development as well as natural environment to give them a chance to appreciate and understand other culture different from their own. I conclude that when children are of a tender age, adults should be able to monitor and shape what children think, feel and know about a particular culture. I do belief that by ensuring cultural influence on children is positive at a tender age; we can counter the challenges of multicultural society as well as broaden their perspectives about cultures and the natural world (Ramsey, 2004, p.p 121).
Edwards, J. & Olsen , J. (2010). Anti-Bias Education for Young Children & Ourselves: National Association for the Education of Young Children; Second edition edition
Ramsey, P. (2004). Teaching and Learning in a Diverse World 3rd Edition: Teachers College Press

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