CULTURE AND CHILD DEVELOPMENT

The connection between culture and child development is a vital aspect of early childhood education. Understanding how cultural norms, values, and practices impact a child's growth, identity, and learning experiences is essential for educators to provide inclusive and effective support for every child in their care.

CHILDREN’S CULTURAL BACKGROUND: INDEPENDENCE AND INTERDEPENDENCE

Independent child rearing emphasizes fostering a child's self-sufficiency, autonomy, and individualism. It encourages children to develop a sense of self-reliance and self-determination from an early age. It is argued that it prepares children for the challenges of a competitive and individualistic society.

Interdependent child rearing focuses on nurturing a child's sense of connectedness, cooperation, and reliance on their family and community. It underscores the importance of interdependence, where children learn to work collaboratively, share responsibilities, and value group achievements. It is believed this approach fosters strong social bonds and a sense of collective responsibility.

It is important for educators to know a child’s cultural background, whether it leaned toward independence and interdependence, so they can meet the child where they are to nurture further development.

CHILDREN RAISED IN A CULTURE THAT VALUES INDEPENDENCE ARE LIKELY TO EXHIBIT BEHAVIOURS LIKE:

Self-reliance: The child is likely to be independent and self-reliant and may prefer to work alone rather than in groups. They will take responsibility for their own actions and decisions and may value their autonomy over their relationships with others.

Individualism: The child may place a strong emphasis on individualism, and value their own goals and desires over those of the group. They may be more competitive and focused on personal success than on collective success.

Assertiveness: The child may be assertive in expressing their opinions and ideas and may not hesitate to challenge authority figures. They may value standing up for themselves and their beliefs.

Independence from parents: The child may strive for independence from their parents and family at a younger age than in cultures that value interdependence. They may be encouraged to make their own decisions and rely less on their parents for support.

CHILDREN RAISED IN A CULTURE THAT VALUES INTERDEPENDENCE WILL LIKELY EXHIBIT BEHAVIOURS LIKE:

1. Cooperation: The child is likely to work well with others and cooperate in group activities. They will understand the importance of teamwork and will be willing to contribute their efforts to achieve a common goal.

2. Empathy: The child will be sensitive to the feelings of others and will be able to understand their perspectives. They will be more likely to help others in need and show compassion towards them.

3. Respect for authority: The child will have a strong respect for authority figures such as parents, teachers, and elders. They will be more likely to follow rules and obey the law.

4. Sharing and giving: The child will be taught the importance of sharing and giving. They will be encouraged to share their resources with others and will be more likely to give to those in need.

6. Group identity: The child will have a strong sense of belonging to their community or group. They will value their relationships with others and see themselves as part of a larger group rather than as an individual.

CANADIAN CULTURE EXPECTATIONS

There is no definitive answer to whether Canadian culture values independence or interdependence in children, as Canada is a diverse and multicultural country that encompasses different perspectives and practices.

However, some general trends can be observed, and according to some researchers, Western cultures (such as Canada) lean more towards independence and non-Western cultures lean more towards interdependence.

WHAT TEACHERS/ADULTS CAN DO TO HELP CHILDREN FROM INTERDEPENDENT CULTURES INTEGRATE INTO CANADIAN CULTURE

Encourage independence in children by giving them opportunities to feel like a "big kid" by doing things that older children or adults can do:

DRESSING

To help children develop dressing skills, teachers can:

●        Have children sit down for dressing tasks. Sitting on the floor might be easier than sitting on a chair or bed for some children.

●        Choose or have parents provide clothing that is easy to put on and take off, i.e. loose-fitting clothes with elastic waistbands, large buttons, snaps, or velcro closures.

o   Avoid clothing that has zippers, hooks, belts, or laces until your child is ready to handle them.

●        Break down the dressing task into smaller steps and give your child verbal or visual cues to guide them through each step.

o   For example, you can say "First put your head through the hole, then find the armholes" or show them a picture of how to put on a shirt.

●        Praise your child for their efforts and achievements in dressing. Encourage them to try new skills and challenge themselves gradually.

o   For example, you can say "You did a great job putting on your socks today. Do you want to try putting on your shoes too?"

FEEDING

To help your child develop healthy eating habits, you can provide them with opportunities to enjoy a variety of foods from different food groups and expose them to new foods regularly.

●        Keep meals and snack times consistent.

●        Involve older children in planning, preparing, and serving food - praise their efforts and skills.

●        Eat with the children and make mealtimes fun and enjoyable by talking positively about food.

●        Respect children's food preferences and dislikes, but also offer/re offer foods that they have previously rejected.

 

SLEEPING

Teachers can encourage independence during sleep time by helping children develop a routine that prepares them for rest and relaxation.

●        Start at lunchtime by letting each child leave the table when finished with lunch and guide them to use the bathroom, wash their hands and faces, and get their bedding ready.

●        Help children relax by slowing down the nap time routine, talking softly, dimming the lights, and giving reassurance. Let them know that you will watch over them while they sleep¹.

 PLAY

Teachers can assist children with learning how to play by providing a play-based learning environment that supports children's natural motivation, curiosity, and creativity.

●        Provide a variety of materials and resources that are developmentally appropriate, culturally responsive.

●        Observe and listen to children's play choices and preferences and join in their play when invited or appropriate.

●        Encourage children to explore, experiment, discover, and solve problems in playful ways, and ask open-ended questions that challenge their thinking and extend their learning.

●        Balance child-initiated and teacher-supported play activities and allow children to have some choice and control over their play.

TAKE AWAYS FOR CULTURE AND CHILD DEVELOPMENT

●        Child development is all about children's ages and their stage of development.

●        Teacher's cultural background has an influence on their views about child development.

●        A child's development is linked to their community's value on independence and interdependence.

●        Canadian culture leans toward valuing independence in children.