Task 1: Entry 1

People, places, things and events all have a significant impact on children’s behaviour, developmental stages, attitudes and lives. These experiences provide both positive and negative influences on children’s lives and can either help children flourish in their centre environment or be detrimental based on the degree these outside influences are impacting their life. As early childhood teachers it is our responsibility to ensure we understand the people, places, things and events in children’s lives that have shaped them into who they are today.

The people that children are surrounded by have a significant influence on their lives and are the role models for the child to learn from and grow with. They shape children’s beliefs, perspectives and behaviour. This is supported by Vygotsky's socio-cultural theory which emphasises the fact that children learn in a social context and explains the significance of people, places, things and events in children's lives (Berk, 2010). According to Bronfenbrenner ‘s Bio- Ecoogical System (1979) the people closest to the child are family, siblings, peers and caregivers. This close knit group of people is in the child’s microsystem which is deemed to be the most influential level of the Bio- Ecological theory. As teachers we are included in this microsystem as we have created relationships with the children. 

The place where children are born or raised can be important aspect of their development in an early childhood setting. Many cultures including Maori celebrate their heritage and are strong believers in whanau and whakapapa.  These hold a strong significance in their beliefs and values and as an early childhood educator it is important to understand a child’s background and embrace their culture. Multiculturism is a major aspect of a modern childcare centre and the diversity of all cultures should be respected to ensure children of those cultures feel a sense of belonging and place.  “Statistics from the Ministry of Education show that the percentages of children attending early childhood services from different ethnic backgrounds have increased over the past 10 years” (Terreni & McCallum, 2003).  Children from strong cultural backgrounds are influenced by the community they have come from and the society in which their predecessors have established for them and future generations.

With the advancement of modern technology it now plays a huge part in our everyday lives and children are exposed to many forms on a daily basis. With this advancement there is more and more pressure on children to become ‘tech savvy’. Computer games and activities provide a major source of learning opportunities. “Studies suggest that ICT use can provide a context for collaboration, co-operation, and positive learning experiences between children, or between children and adults” (Ministry of Education, 2007). All centres carry different values and beliefs surrounding the idea of children and the use of technology, although not all children are as immersed in day to day technology as others.  At my centre our ICT capacity is restricted by budget so the children have limited access and exposure to devices.  As a result the children are reliant on the accessibility of technology at home to gain the proven developmental benefits and ICT skills necessary moving forward in the modern world.

Major events in children’s lives for example wars or natural disasters can play a huge part in the way they live their lives and for future years. Children who are exposed to these events and lived through them may require help as their mental, emotional and physical health could be disturbed. Children cope in their own individual ways and it’s important to be there to support them through these times in their lives. For example if a child was involved in the Christchurch earthquake they may not feel safe or comfortable with anyone but their parents, this may cause anxiety and stress for them. Natural disasters can have long term effects on the child. As teachers we need to understand this and be proactive in assisting any child affected this way overcome fears and trepidations to prevent lasting emotional or developmental damage.