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    Childhood Work and School

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    Priyanka Mittal
    This paper challenges the dominance of the middle-class, white, male urban childhood as the norm in developmental psychology, education policies, and legislation. It presents the diversity in childhood experiences and the role of globalization in perpetuating myths about childhood. The text studies topics like ideal childhood, challenges to this notion, representations of street children and cross-cultural childhood, and implications for schooling. It argues that both family and state are responsible for child development and schooling can prevent child exploitation when equal opportunities are provided.

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    Childhood Work and School

    Uploaded by

    Priyanka Mittal
    2K views33 pages
    This paper challenges the dominance of the middle-class, white, male urban childhood as the norm in developmental psychology, education policies, and legislation. It presents the diversity in childhood experiences and the role of globalization in perpetuating myths about childhood. The text studies topics like ideal childhood, challenges to this notion, representations of street children and cross-cultural childhood, and implications for schooling. It argues that both family and state are responsible for child development and schooling can prevent child exploitation when equal opportunities are provided.

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    comeplete PPT by D vasanta

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    Childhood work and school

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    This paper challenges the dominance of the middle-class, white, male urban childhood as the norm in developmental psychology, education policies, and legislation. It presents the diversity in childhood experiences and the role of globalization in perpetuating myths about childhood. The text studies topics like ideal childhood, challenges to this notion, representations of street children and cross-cultural childhood, and implications for schooling. It argues that both family and state are responsible for child development and schooling can prevent child exploitation when equal opportunities are provided.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2K views33 pages

    Childhood Work and School

    Uploaded by

    Priyanka Mittal
    This paper challenges the dominance of the middle-class, white, male urban childhood as the norm in developmental psychology, education policies, and legislation. It presents the diversity in childhood experiences and the role of globalization in perpetuating myths about childhood. The text studies topics like ideal childhood, challenges to this notion, representations of street children and cross-cultural childhood, and implications for schooling. It argues that both family and state are responsible for child development and schooling can prevent child exploitation when equal opportunities are provided.

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    of 33

    Childhood, work and

    schooling
    Presented by Group 9

    1. Ashima wahie
    2. Komal yadav
    3. Kritika sachdeva
    4. Nisha bala
    5. Pooja chawla
    6. Priyanka mittal
    7. Samridhi kataria
    8. Sukriti gupta
    9. Twinkle Anand
    INTRODUCTION OF THE
    AUTHOR
    DR.D. VASANTA KUMARI
    ABOUT THE AUTHOR
    ● Dr. D Vasanta Kumari is a professor at Dayalbagh Educational Institute,
    Agra.
    ● She has done Masters in History, Masters in Education and she has also
    completed Ph.D. in Education .
    ● Her interests lie in History, Special Education and Management.
    ● Because of her enormous interest in academics she published 5
    research papers, two International and three National Journals.
    ● Some of her well known research papers are Experiments in Education,
    Third concept, disabilities and Impairments..
    ● She was awarded for her best research paper in Annual Conference of All
    India Association of Educational Research (AIAER).
    ● She is even a member of the same.
    ● Apart from this Dr. D Vasanta is also an active member of All India Council of
    Teacher Education, System Society of India, Alumni Association of Dayalbagh
    Educational Institute and Indian Association of Educational Research.
    ● Currently, she is working in the field of Teacher Education.
    Title Justification
    1. Here, D Vasanta choose an modest title i.e. childhood, work and schooling.
    2. Defining it’s notion, value, Constitution and relevant individuals it
    addresses to.
    3. Moreover, she highlighted the vital components of childhood.
    4. The author discusses how schooling is an antidote to exploitation of
    children.
    5. Unmediated or mediated way every theory is co-related to ideal childhood,
    drawing the same analysis.
    6. The aim of the title is to provide crisp and clear design of the content, and
    to gather attention of the reader which has been overlooked by the author.
    Summary of the text
    ● This paper reviews the literature and argues that there is a dominance of
    middle-class, white, male urban childhood as the 'norm' in
    developmental psychology, education, welfare policy and legislation for
    children, influencing not only expert opinions, but also cultural practices
    and attitudes.
    ● It also presents the diversity in childhoods and the role of global political
    and economic and international welfare forces in perpetuating myths on
    childhood as well as the exploitation of children.
    ● The text studies the above discussed topics by further dividing them into
    5 sub topics.
    IDEAL CHILDHOOD

    ● Children as the most important subject of psychology and are “incomplete adult.”

    ● Process of socialisation and relationships.

    ● Role of developmental psychology.

    ● Construction of dominant ideologies.


    SOME CHALLENGES TO IDEAL CHILDHOOD

    ● Western philosophy of child development ignores the power relations


    between sexes , class and generations.
    ● Developmental literature considered fathers in terms of their absence.
    ● Maternal success and failure became a topic of discussion and state had
    to intervene at times.
    ● State and family’s share of responsibility.
    ● Role of state.
    STREET CHILDREN

    ● Welfare agencies comes in the picture.

    ● Shift from welfare programmes to increasing GNPs.

    ● Role of the book , Children first : The story of UNICEF.

    ● The document “Facts for life” and it’s relevance.


    CROSS CULTURAL REPRESENTATIONS
    OF CHILDHOOD

    ● Ethnographic study of the lives of children from Momin Ansari and Kuruma

    community.

    ● Concept of childhood in various cultural backgrounds.

    ● Impact of English education on Indians in pre independence era.


    IMPLICATIONS FOR SCHOOLING AND
    PEDAGOGY

    ● Exposure to adult responsibilities.

    ● Concept of national child and family.

    ● Legal conceptions of childhood.

    ● Child labour VS Child work.


    ❖ SCHOOLING- AN ANTIDOTE TO THE PROBLEM OF EXPLOITATION OF THE
    CHILDREN.
    ❖ SCHOOLING - as part of ‘NORMAL CHILDHOOD’ experience in most cultures.
    ❖ The childhood of under-privileged differs from that of a middle-class child.
    ❖ Children participating in the ‘ADULT WORLD OF WORK’!
    ❖ ‘Normal and stress-free childhood- not a blessing for all’
    ❖ HORIZONTAL RELATIONSHIPS- (Peers, same age group, friends).
    ❖ inculcates cooperativeness , honesty , strengthens friendships.
    ❖ VERTICAL RELATIONSHIPS – (teachers, parents , mentors).
    ❖ provides a vision to success.
    ❖ relatively lack of vertical and horizontal relationships among
    underprivileged children.
    ❖ equal opportunities, equal rights
    ❖ parents focus only on grooming the personality of child.
    ❖ Both ‘FAMILY’ and ‘STATE’ - responsible for the development of a child.
    ❖ The infant school movement for children - at the beginning of the nineteenth
    century.
    ❖ The nursery school movement- during the 1920s and many more.
    ❖ It is not ‘ONLY THE MOTHER’ who should be considered as the caregiver of
    the child.
    ❖ Vicious cycle - majority belonging to the lower strata.
    ❖ Lack of equal opportunities, rights.
    STREET CHILDREN - REFLECTION
    Who are street children ?

    Have you ever seen street children ?

    In the 1980s to 1990s,responding to the structural adjustment programmes imposed on US,most


    states in the so-called developing countries gave up their welfare programmes and concentrated on
    increasing their GDPs.

    Life is a risky business for many children all over the world . and in some countries you have a much
    greater chance of being a happy , healthy , safe ,and well -educated child than in others .
    CROSS CULTURAL REPRESENTATION OF
    CHILDHOOD
    ● Viruru In cross -cultural representation of childhood
    ● I found in this text author vasanta ji has included reports related to the different cultural
    in which she wanted to know the meaning of childhood in the different culture .
    ● In which she included different reports of
    ● Anandalakshmy and bajaj
    ● Viruru
    ● Takei etc….
    ● Children from the poor families themselves feel that “work”is a part of their daily life and
    that they should share the burden of earning for that day’s meal . in the andhra pradesh
    state report on the convention of the rights of child prepared by NALSAR university of
    law.
    IMPLICATIONS FOR SCHOOLING AND
    PEDAGOGY
    ● Here vasanta talks about the critical and the most important role played by
    school , teacher and family in the life of a child .
    ● Vasanta actively questions that why do we consider every dropped out student
    under the concept of child labour?
    ● Why can’t we question the pedagogy that what is being taught in the
    textbooks?
    ● For a complete analysis we need to take the first hand information by taking
    the interviews of children and teachers and not assume all by oneself.
    KEY CONCEPTS:
    •THIS PAPER BY D.VASANTA CHALLENGES OUR BELIEF THAT SCHOOLING CAN PREVENT
    EXPLOITATION OF CHILDREN

    •IDEAL CHILDHOOD
    •THERE ARE TWO KINDS OF RELATIONSHIPS-
    •VERTICAL RELATIONSHIPS
    • AND HORIZONTAL RELATIONSHIPS.

    ALSO, •CHILD CONSIDERED AS VALUABLE


    •CHILD CONSIDERED AS VULNERABLE
    Purpose of the text
    ❏ It is the research project titled, “Curricular transaction
    in selected government schools in Andhra Pradesh” (
    funded by sir Ratan Tata Trust Mumbai).
    ❏ Study conducted between june 2000 and may 2002 is
    based on 10 different government schools in and
    around Hyderabad.
    ❏ A majority of them did not work for wages. What they
    did was to share the family responsibilities, both
    economic and familial.
    The main categories of texts are-

    To entertain ( eg. novels, story books)

    To inform (eg. textbooks)

    To persuade (to assent to a particular belief or


    opinion on the basis of evidences)
    Why the writer is writing?

    ● To know the impact of UEE


    (Universalisation of elementary
    education)
    ● Dominance of middle class , white,
    male urban childhood on welfare
    policies, education policies.
    ● She wants to throw the light on reality
    of life which brings diversity in
    childhood.
    ● Reason of diversity is diversified socio
    -cultural milieus.
    ● Challenge the notion of ideal childhood
    and the myths about childhood and
    exploitation of children.
    What the writer wants the reader to do
    with the text?

    ● To give importance to the Indian


    childhood rather than Ideal childhood.
    ● Consider lower strata of the society in
    welfare policies and educational
    policies.
    ● Accept the reality of children
    belonging to labouring classes. (Pg 24 )
    ● Need to worry about the absence of
    literature that portrays the life-worlds
    of the majority of people of this
    country. (pg 25)
    LEARNING
    OUTCOMES
    ● SO AS IT WAS MENTIONED IN THE TEXT THAT SCHOOLING
    IS THE ANTIDOTE TO THE PROBLEM OF EXPLOITATION OF
    CHILDREN.

    ● WE CAN FIGURE OUT THAT MIDDLE CLASS STUDENTS DO


    BETTER BECAUSE PARENTS AND SCHOOLS PUT MORE
    EFFORT INTO THEIR EDUCATION.

    ● CHILDREN FROM POORER BACKGROUND WERE NOT


    PREDISPOSED TO WORK LESS HARD BUT PARENTS
    ATTITUDES WERE MOST IMPORTANT MAKING MORE OF A
    DIFFERENCE THAN SCHOOL THEMSELVES.
    ● BUT SCHOOLS ALSO PUT MORE EFFORTS IN WITH THE
    STUDENTS FROM BETTER OFF HOMES PERHAPS BECAUSE
    THE PRESSURE EXERTED BY MIDDLE CLASS FAMILY.

    ● THERE IS THE INADEQUATE HELP AND ATTENTION GIVEN


    TO THE PROBLEM OF CHILDREN WHO BECOME SHACKLED
    WITH THEIR LOWER CLASS ENVIRONMENT.

    ● THE MAJOR CHALLENGE TO ANY TEACHER IS THE ABILITY


    TO STIMULATE AND INSPIRE CHILDREN TO ACHIEVE OR
    SUCCEED.
    ● CHILDREN OF LOWER SOCIO ECONOMIC CLASS ACHIEVE LESS
    WELL THAN THOSE OF THE MIDDLE AND UPPER CLASS.

    ● HOME PLAYS AN IMPORTANT ROLE I THE LIVES OF CHILDREN.


    IT’S INFLUENCE DETERMINES TO A LARGE EXTENT FROM
    DEVELOPMENT OF HABITS TO THE MENTAL AVERAGE ABILITY.

    ● SO BEING A FUTURE EDUCATOR WE NEED TO SUPPORT


    RESPONSIVE CAREGIVING, FOSTER INDEPENDENCE,PROMOTE
    CHILDREN’S BEHAVIOUR AND FACILITATE APPROPRIATE SOCIAL
    INTERACTIONS
    In a nutshell..
    ● DOMINANCE OF WHITE MALE URBAN CHILDHOOD CONSIDERED AS THE

    ‘’NORMAL CHILDHOOD’’.

    ● POOR CHILDREN’S LIVES DIFFERENT FROM MIDDLE CLASS CHILDREN’S

    LIVES.

    ● CLASS, GENDER AND CULTURAL INEQUALITIES ARE INEVITABLE AND THE

    SOCIETY.

    ● NOT EVERYONE CAN ATTAIN CHILDHOOD - OTHER SHORTCUTS SHOULD BE

    DEVELOPED FOR CHILDREN WHO ARE NOT ABLE TO ATTEND REGULAR

    SCHOOL.
    ● IF A CHILD IS HELPING HIS FATHER AT HIS FARM- IT’S NOT CHILD

    LABOUR. NOT EVERYBODY HAS THE MEANS TO STUDY WITHOUT

    WORKING.

    ● POOR CHILDREN CONSIDER IT TO BE THEIR RESPONSIBILITY TO HELP

    THEIR PARENTS.

    ● ABSENCE OF REAL LIFE STORIES FROM TEXTBOOKS MAKE IT

    DIFFICULT FOR WORKING CLASSES TO RELATE.

    ● INCLUSION OF POOR WORKING CHILDREN WILL HELP TO SENSITIZE


    CHILDHOOD IN DIFFERENT FORMS.

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