THE CHILDCARE EXPERIENCE FROM THE NEWCOMER CHILD'S PERSPECTIVE

PLAY CULTURE

Imagine being a child who has recently immigrated to Canada from another country. Everything is unfamiliar and foreign, including the way other children interact and learn.

In Canada, childcare goes beyond just academic learning; it also involves making friends and developing essential life skills. This can present a challenge for immigrant children as they adapt to the culture of play in Canada, which may differ greatly from their home countries. They will encounter new games, activities, and social norms that are unlike what they are accustomed to.

Patience and understanding are crucial during this transition, both for the children and the teachers, as newcomer children navigate the diversity of Canadian play culture while holding onto their own unique experiences with play.

WHAT TYPE OF PLAY ENVIRONMENT IS THE CHILD COMING FROM?

So many rules around here!

When a child comes from or is used to playing within wide limits (playing in mud, climbing trees, pouring their own drinks) childcare in Canada can seem very restrictive, and the child can be seen by educators as reckless, constantly pushing limits, or defiant.

If a child comes from or is used to a very adult centered environment which is protected (adult led, orderly academic focused activities) the child may feel overwhelmed by a busy child centered room and be intimidated or afraid to engage in the goings-on, which can be seen by educators as withdrawn or non-participatory.

 HOW CULTURE (play culture) AND TEACHER EXPECTATIONS AFFECT CHILDREN’S BEHAVIOUR

Culture has a big impact on many aspects of childcare, including play. Different cultures have different beliefs, values, and expectations for how children play or what is even considered play.

Different types of play, often seen in Canada, can be misunderstood, or considered unacceptable by new children and parents.

• For example, playing in the sand is seen as playing in the dirt.
• The water table (water) is not for playing in, drinking only.
• Using any kind of food (including homemade playdough, rice, cornmeal, pasta) for play is not acceptable.

Some cultures may prioritize structured and organized games over unstructured, imaginative play. Individual play might be more common with a focus on independent practical skill development.

• A child coming from a practical skill environment may be used to using real tools, scissors, hammers, knives and be bored when not allowed to use these things.

Cultural norms can influence the types of play activities considered appropriate for boys and girls. For example, dolls and domestic play might be encouraged for girls, while boys might be encouraged to play with construction toys and engage in more active play.

• Children may be reluctant or refuse to use materials that are considered for the opposite gender.
• For example, when a preschool girl, who has never been in preschool before, shouts to her peers, “No boys allowed in our kitchen!” she is drawing on roles she is familiar with—women are homemakers and men are breadwinners.

In some cultures, outdoor play is highly encouraged for physical activity and exploration, while in others, indoor play might be more common (environmental factors)

• A child who is used to being outdoors with a lot of physical play is suddenly expected to play indoors with mostly fine motor skill activities offered.

                         

Cultural attitudes towards competition can influence the way children play. Some cultures might emphasize competitive games that encourage individual achievement, while others might prioritize cooperative play that focuses on teamwork and collaboration.

• A child who is used to competitive games is suddenly expected to temp down their competitive skills and cooperate leaving the child 'bored' and/frustrated with their peers.

Many cultures have their own traditional games and activities that are passed down through generations and are important in transmitting cultural heritage.

• Child is not used to the new games and activities and does not know how to play or engage in them.

Cultural norms can impact the extent to which children are encouraged to use their imagination and engage in creative play. Some cultures might place a strong emphasis on structured activities, while others might value imaginative play to foster creativity.

• Children moving from a play-based environment to a structured one can feel constricted and become frustrated.

The entire play-based environment can also be seen as 'children just playing' all day and not learning anything, unless they engaged in academic focused work, and teachers may have to explain play-based programming to parents.

AS YOURSELF:

What are your expectations for children's play?

Are your expectations in line with the environment? 

For example, do you expect the children to play quietly, be focused and engaged in their activities, stay clean/not get dirty, create specific art work from a model, BUT the environment is full of loose parts, large building blocks, three sensory areas, no quiet/soft area, and one teacher who stays in the craft area to make sure the children follow the correct steps to create the model art that's put out.

The journey of newcomer children adapting to the Canadian play culture can be a challenging experience that goes beyond traditional education. It can involve developing important life skills, forming new friendships, and navigating unfamiliar social norms.

The key challenge lies in finding a balance between embracing the diversity of Canadian play culture while also preserving the unique experiences brought by newcomer children from their home countries. During this transition, patience and understanding are crucial, not only for the children as they adjust but also for the educators who guide them through this involved process.

By creating an environment that values both the unfamiliar and the familiar, we can nurture young minds and encourage them to make meaningful contributions to Canada's diverse society.