Early Childhood: Lifespan Studies, Theories, and Cultural Influences

This essay delves into the multifaceted realm of lifespan studies in early childhood, exploring the dynamic interplay of developmental theories and cultural influences. It begins by addressing the impact of technology and interactive media on children's socialization within both home and classroom environments. The essay then examines the child-centered approach in learning institutions, acknowledging its complexities and dependence on factors like a child's background and cultural context. It explores the ecological theory by Bronfenbrenner and the postmodernist perspectives, emphasizing children's rights and the significance of play in their development. The essay further investigates the microsystem, mesosystem, exosystem, and macrosystem, highlighting the influence of various environmental factors. It emphasizes cultural variations in child-rearing practices, including language, family values, and religious beliefs, with a focus on the importance of culturally responsive practices. The role of teachers in understanding and supporting children from diverse backgrounds is highlighted, emphasizing the need for empathy, self-reflection, and the creation of an inclusive classroom environment. The essay concludes by underscoring the importance of adapting to the needs of each child and family, thereby fostering emotional and social adjustment.

Running Head: LIFESPAN STUDIES IN EARLY CHILDHOOD 1
Lifespan Studies in Early Childhood
Name:
Institution

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Introduction
The socialization of children is happening in an ever-changing and highly digitized
world. The use of technology and interactive media have been made present in homes where
children are growing and in their classroom environments. In both the developed and the
developing world, children now own smartphone devices and tablets. Additionally, most of the
homes all around the world have television screens that are consequently being connected to the
internet. However, with the constant exposure to these new technologies and widespread use of
applications, there have been growing concerns over the use of technology by young children.
The use of technology affects the physical development, language and cognitive development of
the child. The development of children in learning institutions should be child-centered. This
concept from an abstracted point of view is unproblematic and concrete but in real practice, it is
rather problematic. This practice is dependent on many factors including the background of the
child and cultural factors. According to the post-, modernist approach, there is no such thing as
the child or childhood being state waiting to be discovered. Instead human have the liberty to
make what childhood means from their perspective, without relying on scientific knowledge. The
ecological theory by Bronfenbrenner indicates that children are a product of the immediate
environment. Another concept that is critical in the rearing practices is the rights of children.
This is the entitlements or commodities that the children do not have to beg but are bestowed
upon them. It is critical therefore, for the teachers to consider the implementation of these rights
in the development of programs that will affect the welfare of the children. The notion of
children having rights can be interpreted as giving too much power while similarly taking power
from their parents and the authorities charged with overseeing the children including the
teachers.

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The postmodernist perspective of childhood development has been developed from
spheres outside early childhood, such as politics, literature, and sociology. However, this
theoretical perspective has been developed in the understanding of early childhood practices
through formulations of pedagogical and curricular practices into early childhood settings.
According to the proponents of this theory, childhood is considered to be a human construct.
This category of young individuals is seen as a distinct group that can be categorized. The post-
modernist theory does not view childhood as homogenous, rather various attributes including
gender, class, ability, and race have shown that childhood is differently experienced worldwide
(Albon, 2011). Another metanarrative of child development that is begotten from the
postmodernist approach is on the socialization process. The key proponent of this theory is Alex
Foucault, who retaliates that power is of great importance. Postmodernism has been integrated
into the understanding of childhood behaviors and how children can be reared, socialized and
integrated into the society (Mensah, 2015). The theory advocates that children need to socialized
in such a way that they can control their bodily expressions and emotions. The distinction
between a child and an adult is often described in dualism, for example, dependent vs
independent or young vs old. The child's body is considered to be disruptive, needing appropriate
measures to manage it effectively. The postmodernist theory challenged the idea of a universal
state of a child due to the increased in other perspectives attributed to globalization (Dahlberg,
Moss & Pence, 1999). The shift is toward the acceptance of children's rights and recognition of
their voices in shaping their world view. play is also considered in the development of this
theory, as an important vehicle that facilitates learning. It is seen as a vital element in the natural
growth and rearing of the child. However, some of the parents do not share this belief in
integrating play into the early development of the child. In some countries, play is used to

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distinguish the role of adults from children. The children are confined to the pleasures of play
and separated from the adult’s world of work. According to scholars, criticism of this type of
child-rearing has also come from minority groups. According to Lisa Delpit, progressive
approaches that are child-centered in the education system may favor white children as opposed
to the poor black minorities. She opinionates that pedagogies should involve direct teaching as
opposed to a more child-centered approach and this will serve the needs of both groups better.
American sociologist Bronfenbrenner contextualized the development of a child within a
series of relationships related to the external environment. This theory seeks to explain how the
innate qualities of the children and the surrounding environment play a role in influencing the
socialization of the child (Hill, 2011). The ecological theory emphasizes that parents and
teachers need to analyze the children in multiple environments, referred to as the ecological
systems, to fully get a glimpse of their development. Each of the environments in which a child
has an interaction plays a role in influencing various aspects of his life. The theory establishes
that a shift from one layer has a ripple effect on the other layers. The ecological theory has five
levels that are categorized from the most intimate level to the most expansive. The microsystem
is the smallest level and encompasses the immediate environment that the child is living. This
includes the home, daycare, or school, religious institutions, and the community. The interaction
within this level involves personal relationships such as the one with the parents, teachers, and
peers. The interaction of these groups of people with children will affect their behavior. For
example, a well nurturing and supportive interaction will improve greatly the development
process of the children (Guo, 2006). Some influential opportunities, known as affordances are
provided by the learning institutions. This The mesosystem is the linkage between different
microsystems such as home and school or family and community. For instance, the community

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can assist the single mothers in the rearing of the child through after school programs and church
activities (Yunus, 2005). In the exosystem, the children can be affected by settings that are not
within the environment of the child. It includes the influence of technology in the life of a child
such as television. The macrosystem is the largest level that constitutes of various attributes that
influence the children. It involves global attributes including technology and children's rights. In
this level, moral and cultural beliefs and patterns come to play as well as the socio-economic and
political environment. This includes such factors as globalization and technology. Similarly, a
child growing in a war-ravaged zone, for example, will develop differently as opposed to the one
in a peaceful country.
In regards to children's rights, the profession is accustomed to making various
assumptions about the needs of the children. However, this perspective is now being challenged.
Rights are seen as socio-cultural perspectives on essential entitlement that encompasses the
rights of the children (Smith, 2007). The United Nations has endorsed international negotiations
consensus. These negotiations were based on focusing on the rights of the children instead of
their needs (Grewal & Singh, 2011). This is through ensuring the society participates in their
responsibility of providing for the entitlement of the child (Wanic & Kulik, 2011). For example,
in India, children have been granted constitutional rights within a plan that lasts for five years.
The focus is primarily on education, nutrition, and health needs
Technology has also facilitated child development through interactive practices whereby
children are now more exposed to digital media due to increased globalization. New technologies
have been introduced into the classrooms and also in the homes (Hill, 2011). For instance, the
use of computers in the learning environment has facilitated an interactive learning environment
that makes learning fun. The children also interact with their peers and teachers. It has been

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found that it helps with cognitive development since computers make learning fun (Robb &
Lauricella, 2014). The content served to the children has also increased due to the availability of
various learning apps.
Different cultures predispose the children to a different set of nurturing and socialization
practices. The cultural attributes can be manifested in such factors as languages. Language
development shapes how individual reason and think. This is because the content and situation of
what people talk about vary across cultures. as the child is slowly growing from the infancy
period; the mothers talk to the child differently across various cultures (Chan, 2004). For
example, in Asian culture, families strive to attain the Confucian model of harmony (Ritchie,
2010). This model is largely found in Chinese cultures. Children are required to show their
respect to adults, parents, and all those that hold the position of authority. The children are
expected to put family obligations and desires first before their desires (Gabbard & Krebs, 2012).
This is different from the Western and American culture where the child is largely independent
to make his own decisions. This context is based on how the child will interact with his peers and
the community in general. These cultural exposures affect how the child interacts with self and
others, and this further results in the formation of personality and self-image. These differences
in culture affect how children think of themselves and their relationship with the surrounding.
The parents play a critical role in developing the behavior of the child. They are also charged
with preparing the children on how to conduct themselves in the outside world. From a cultural
perspective, the parents teach the children different cultural attributes such as taboos and societal
expectations. For instance, children develop the same conversation style with their parents
including the acquisition of accents. For example, European and American children talk in long,
self-focused and elaborative narratives with an emphasis on autonomy and self-preferences,

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while Asian children talk in brief accounts, with high concern for the authority (Te Arawa &
Tahu, 1997). Religious beliefs are also a fundamental cultural aspect that affects the
development of a child. If a child is nurtured through a religious family devoted to prayers and
religion, he might adopt such practices (Whitehead, 2009). The child in his development and
socialization process looks up to the immediate environment and he may likely adopt the
attributes that are reflected in him. Similarly, in Asian culture, children are socialized to control
their emotions. The development of a child in India and Chinese culture begins at conception and
not birth.
One of the critical considerations that teachers have to make in culturally responsive
practice is understanding each child and family and adapt to the needs of the child. The culturally
responsive practice is the ability to use the perspectives and experiences of children and their
backgrounds, to support them appropriately. The role of the teacher in this practice includes
partnering with the families by inviting them to the class set to participate in the activities of
their child. Additionally, the teacher can make a point of visiting the home of the children and
understanding the cultural background of the family, as well as getting insight into the needs and
likes of each child. This information can be used by the teachers to support the emotional and
social adjustment of the children. It will also limit teacher bias by enabling the teacher to know
that not all families are the same. The cultural response practice additionally connects the family
to the classroom activities that are undertaken by the child. Another role of the teacher is in
showing empathy and positively supporting each child, by understanding that each person is
different (Fleer, 2005). To facilitate empathy, the teachers need to understand themselves by
carrying out a critical self-reflection that will uncover assumptions and biases and foster an
understanding of all cultures. The negative perception by the teacher, regarding race, ethnicity,

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culture, and identity can affect the ability of the teacher to effectively teach the student and
create an empathetical atmosphere. The teacher needs to model empathetic behavior across the
children to develop them into sociable adults in the future. Additionally, the teachers need to
create lessons and activities that demonstrate compassion, kindness, and respect that will foster
interactions among their peers.
Conclusion
The aforementioned are factors that have addressed the relationship and factors that are
involved in child development and socialization practices. It has been established that post-
modernist theories view childhood not merely in the scope of a biological attribute, but as a
social phenomenon that keeps changing with the current trends. This means that each child is
socialized differently in regards to the family, culture and even technology. The ecological
system attributes various levels that nurture the child. Each level plays a critical function in
nurturing the child to different aspects of the social world. Additionally, social and cultural
factors highly influence the development status of a child. Many children reflect on their
behavior and what they learn in the immediate environment. In the culturally responsive
practices, the roles of the teacher include understanding the uniqueness of each culture and
focusing on the different needs of the children. The teacher also needs to display empathy in
understanding the specific needs and requirements of each child.

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