Table of Contents
Social Construction 1 (main topic) 3
d. Behaviours associated with these beliefs. 3
e. How these behaviours and beliefs impact children/childhood. 5
Belonging, Being and Becoming. 6
Social Construction of Leadership in Early Childhood: The Pathway to Professionalism.. 8
f. behaviours associated with these beliefs. 8
g. How these behaviours and beliefs impact children/childhood. 8
Social Construction 1 (main topic)
d. Behaviours associated with these beliefs
The Greatman Theory
According to the Great Man Hypothesis, the extraordinary deeds have a major impact on history. This hypothesis contends that some people are born with traits and skills that make them naturally innovative and leaders. The Great Man Hypothesis contends that historical figures like Julius Caesar, Napoleon Bonaparte, and Mahatma Gandhi possessed the traits and abilities necessary to do great things and influence the course of history from birth. The Great Man Theory may not, however, always apply to children's behaviour since teachers' actions have a significant influence on their behaviour (Hunt, T., & Fedynich, 2019). While it is true that certain kids may have some natural traits from birth that predispose them to particular behaviours, it is also true that a child's environment and experiences can have a significant impact on their behaviour.
For example, a child who is born with the capacity for leadership will never settle for less, regardless of the situation. Even if the teacher's behaviour does not fit the child well, the child's inner characteristics will help him or her distinguish between right and wrong, and over time, these characteristics will become more dominant. As a result, the Great Man Theory does not support the claim that a child's behaviour is influenced by their teacher's behaviour. A child's behaviour is influenced by a wide range of variables, including their natural traits, their surroundings, and their experiences (Mensch et al, 2019). While some people may possess remarkable traits from birth that make them natural leaders, the behaviour of a child is not solely determined by their innate characteristics, and can be positively impacted by the behaviour of teachers and other role models.
Contingency theory
According to the contingency theory of leadership, a leader's ability to lead effectively depends on a number of variables, such as the environment, the organisation's objectives, and the followers' personalities. According to this theory, effective leaders must be able to modify their leadership style to meet the needs of their followers and the demands of the circumstance. There is no one-size-fits-all approach to leadership. The contingency hypothesis can be used in a variety of ways to explain kids' behaviour. Children's behaviour, for instance, may be influenced by elements including their age, gender, cultural heritage, and prior experiences (Uslu, 2019). While creating techniques to promote positive behaviours, effective teachers must be able to take these elements into consideration.
The objectives of the school or the classroom could also affect how kids behave. For instance, kids may be more likely to engage in good behaviours like studying and finishing their homework if the school places a high value on academic accomplishment. Similar to this, if the school places a high value on volunteerism and community service, pupils may be more likely to display admirable traits like empathy and collaboration. And finally, the environment a youngster is in might have an impact on how they behave. For instance, a youngster who is having trouble with a challenging maths problem could get upset and engage in negative behaviours like giving up or misbehaving (De Figueiredo et al, 2021). A skilled educator must be able to identify these circumstances and react in a way that helps the child overcome the challenge and exhibit positive behaviours.
Playful Environment Effect
A great strategy to support learning and development while fostering imagination and creativity in kids is to create a lively environment. Children learn best when they are involved in hard yet enjoyable activities, and a playful environment can support this process. Teachers and carers can provide a variety of toys, games, and other resources that promote exploration and creativity to foster play. These resources ought to be open-ended so that kids can utilise their creativity to come up with original methods to play and learn. Caretakers can arrange the physical environment in a way that encourages play and discovery in addition to giving materials (Vincent-Snow & Tong, 2019). Children can be encouraged to explore and play by, for instance, setting up quiet reading nooks, a building area with blocks and other construction supplies, or a sensory play area with sand or water.
Including kids in their own learning and development is another essential component of fostering a dynamic environment. Teachers and guardians can encourage children to learn more actively and with greater motivation by allowing them the flexibility to choose their own activities and pursue their interests (Keenan & Hot Mess, 2019). This can be accomplished by engaging in activities like providing alternatives, allowing kids to pursue their own interests, and asking open-ended questions.
It is widely accepted that a range of elements, including the behaviour of their teachers, as well as characteristics they are born with, social impacts around the child, and the kind of opportunities available, affect children's behaviour. Although it might have a significant role, teachers' actions are not the only thing that influences students' conduct.
According to research, infants have distinct temperaments from birth, which might have an impact on their behaviour from a young age. For instance, some kids might inherently be more extroverted and self-assured than others, who would naturally be more cautious and introverted. These intrinsic qualities may influence how youngsters react to their surroundings, especially how their teachers behave.
In addition to innate characteristics, a child's environment can significantly affect their behaviour. Children who grow up in a demanding or chaotic environment, for instance, may be more likely to display undesirable traits like violence or anxiety. On the other hand, youngsters who experience a loving and supportive environment may be more inclined to demonstrate admirable traits like empathy and cooperation.
Overall, the possibilities offered to kids might have an effect on how they behave. Children who have access to a top-notch education and extracurricular activities, for instance, may be more likely to display good traits like perseverance and ambition. Conversely, kids who lack access to these experiences might be more prone to show negative behaviours such as apathy or disinterest. In conclusion, while the behaviour of teachers can be an important factor in shaping the behaviour of children, it is just one of many factors that can impact their behaviour.
e. How these behaviours and beliefs impact children/childhood
There can be a number of good effects on a child when treatment is intended to generate a favourable outcome, regardless of the technique. One of the key advantages is that the youngster will experience support and value, which can increase their confidence and sense of self-worth. This can then result in enhanced social and emotional well-being as well as improved academic performance. Children are more willing to attempt new things and take chances when they feel respected and supported. This can aid in the development of a growth mentality, which is necessary for achievement in both academics and daily life (Koliouli et al, 2022). Also, they are more likely to form favourable connections with their classmates and professors, which can further improve their emotional and social well-being.
The ability to nurture a love of learning is another advantage of treating children to achieve a favourable outcome, regardless of the process. Children are more likely to become interested and motivated learners when they are encouraged to explore their interests and passions. This can foster a passion for learning that lasts a lifetime, which is crucial for success in any industry. Finally, treating kids in a way that will result in a good outcome, no matter what happens, might help them gain a sense of agency and control over their own lives. Children learn to take ownership of their activities and grow a sense of independence when they are offered choices and supported in making decisions. This will enable them to overcome obstacles and setbacks with resiliency and perseverance.
Belonging, Being and Becoming
Figure 1: Belonging, Being and Becoming Theme
(The Early Years Learning Framework for Australia, 2023)
Early childhood development revolves around the three interconnected themes of belonging, being, and becoming. These themes can be developed in a way that encourages the best possible development and welfare when a child is given a supportive environment in which to learn and develop. The term "belonging" describes how youngsters feel a part of their family, neighbourhood, and culture. When a child has a safe setting in which to learn and develop, they are more likely to experience a sense of connection and belonging to their surroundings. This can aid in their strong feeling of self-worth and identity formation, which is crucial for their growth. Being is about being totally present and involved in the moment as it is happening right now. A youngster is more likely to be involved in their learning and play when they are provided with a conducive environment to learn and develop (Allen, 2020). This may foster in them a love of learning as well as a sense of wonder and interest in their surroundings.
The term "becoming" describes the process of growth and development that takes place from early childhood through adulthood. A youngster is more likely to acquire a positive sense of self and a vision for the future when they are given a supportive environment in which to study and grow. This can assist kids in setting and pursuing objectives, which is a crucial ability for success in school and in life.
Social Construction of Leadership in Early Childhood: The Pathway to Professionalism
f. behaviours associated with these beliefs
Leadership in early childhood education is a social construct that is shaped by social and cultural beliefs about children and their development. This social construction is reflected in the beliefs and behaviours associated with early childhood leadership, and these beliefs and behaviours can have a significant impact on children and childhood. Certain beliefs are associated with a leader who is teaching the children in this field leader may believe that high-quality early childhood education is crucial for setting children up for success later in life and that it is the responsibility of early childhood professionals to provide this education (Douglass, 2019).
Belief in the power of relationships a leader in this field may believe that building strong relationships with children, families, and colleagues is critical for creating a positive and effective learning environment.
The leader believes that there is a huge need for nurturing the care of early childhood children (WHO, 2018). Nurturing care contains good health and nutrition for the children, which helps in the children's development. The child is highly influenced by the leader’s beliefs that they learned from the child. Better nurturing care will lead the child toward the best behaviour in the upcoming life.
Belief in the importance of advocacy, a leader in early childhood education may believe that advocating for the needs of young children and their families is a crucial part of their role, whether that means advocating for increased funding for early childhood programs, or working to ensure that policies and practices support the needs of young children (Sims et al., 2018).
Belief in the role of leadership in promoting change, a leader in this field may believe that they have a responsibility to use their position of influence to promote positive change in the early childhood education field, whether that means advocating for policy changes, supporting new research, or promoting innovative approaches to teaching and learning.
g. How these behaviours and beliefs impact children/childhood
The beliefs and behaviours of leaders in early childhood education have a significant impact on the experiences and outcomes of young children. When leaders believe in the importance of quality early childhood education, they are more likely to prioritise the needs of children and work to provide high-quality programs that are developmentally appropriate and engaging. This can lead to positive outcomes for children, including improved academic performance, better social-emotional development, and increased readiness for future learning.
Leaders who prioritise building strong relationships with children, families, and colleagues create a positive and supportive learning environment that can foster the healthy development of young children for further life.
Advocacy is also a significant part of leadership in early childhood education. Leaders who advocate for the needs of young children and their families help to ensure that policies and practices support their growth and development. This can include advocating for increased funding for early childhood programs, working to address issues of inequality and injustice, and promoting policies that support the well-being of young children.
Nurturing care includes good health, health safety, nutrition in the food, and the required care of the children (WHO, 2018). Somewhere, the development of a person depends on early childhood care because this is the phase where a child observes and learns certain aspects that help in the future.
Leaders who believe in the role of leadership in promoting change help to advance the field of early childhood education through innovative approaches, new research, and advocacy. This can lead to improved outcomes for children, as well as greater recognition and support for the critical role that early childhood professionals play in the lives of young children.
The beliefs and behaviours of leaders in early childhood education have a significant impact on children and childhood. When leaders prioritise quality education, development, relationships, advocacy, and innovation, they create positive environments that support the healthy growth and development of young children.
Conclusion
Social constructs are ideas or concepts created by society rather than being inherently natural or universal. Childhood is a social construct that varies across cultures and over time, and is shaped by cultural values and beliefs. The social construction of childhood is evident in the way childhood is defined, the roles and responsibilities attached to it, and the spaces and activities created for children. Factors like gender, class, and ethnicity also interact to shape the experience of childhood. This portfolio aims to explore the impact of online gaming on the mental well-being of children. It investigates the social dynamics among players and whether games can be considered a social construct. Understanding social constructs is important for recognising how certain beliefs, attitudes, and behaviours become normalised in society, and how they can be transformed to promote greater equality and diversity. Leadership in early childhood education is a social construct shaped by cultural and social beliefs about children and their development. The beliefs and behaviours of leaders in this field have a significant impact on children and their experiences. When leaders prioritise quality education, relationships, advocacy, nurturing care, and innovation, they create positive environments that support the healthy growth and development of young children. As such, early childhood professionals need to be aware of their beliefs and behaviours and strive to promote positive outcomes for the children in their care. Overall, this portfolio contributes to the conversation on social constructs and their impact on the well-being of children.
Reference
Allen, K. A. (2020). The psychology of belonging. Routledge. https://books.google.co.in/books?hl=en&lr=&id=EcX2DwAAQBAJ&oi=fnd&pg=PT9&dq=Belonging,+Being+and+Becoming+childhood&ots=KedtA8UAic&sig=f5qjNiCzeNEp5wb7T4qogLqPi3U&redir_esc=y#v=onepage&q=Belonging%2C%20Being%20and%20Becoming%20childhood&f=false
Australian Government Department of Education. (2022). The Early Years Learning Framework for Australia. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
De Figueiredo, C. S., Sandre, P. C., Portugal, L. C. L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., ... & Bomfim, P. O. S. (2021). COVID-19 pandemic impact on children and adolescents' mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106, 110171. https://doi.org/10.1016%2Fj.pnpbp.2020.110171
Douglass, A. (2019). DIRECTORATE FOR EDUCATION AND SKILLS Leadership for Quality Early Childhood Education and Care OECD Education Working Paper No. 211. https://one.oecd.org/document/EDU/WKP(2019)19/En/pdf
Hunt, T., & Fedynich, L. (2019). Leadership: Past, present, and future: An evolution of an idea. Journal of Arts and Humanities, 8(2), 22-26. http://dx.doi.org/10.18533/journal.v8i2.1582
Keenan, H., & Hot Mess, L. M. (2020). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440-461. https://doi.org/10.1080/03626784.2020.1864621
Koliouli, F., Issari, P., & Andrianakou, M. (2022). Lived experiences, perceived positive outcomes, and post-traumatic growth among parents with children with epilepsy: A qualitative study. Epilepsy & Behavior, 134, 108862. https://doi.org/10.1016/j.yebeh.2022.108862
Mensch, B. S., Chuang, E. K., Melnikas, A. J., & Psaki, S. R. (2019). Evidence for causal links between education and maternal and child health: systematic review. Tropical Medicine & International Health, 24(5), 504-522. doi:10.1111/tmi.13218
Sims, M., Waniganayake, M., & Hadley, D. F. (2018). Educational leadership: An evolving role in Australian early childhood settings. Educational Management Administration & Leadership, 46(6), 960-979.
Uslu, O. (2019). A general overview to leadership theories from a critical perspective. http://doi.org/10.21272/mmi.2019.1-13
Vincent-Snow, C., & Tong, P. (2019). Seriously playful teachers: An intentional approach. He Kupu, 6(2), 8-12. https://www.hekupu.ac.nz/sites/default/files/2019-10/03%20VincentSnow%20and%20Tong.pdf
WHO. (2018). NURTURING CARE FOR EARLY CHILDHOOD DEVELOPMENT IN SUPPORT OF. https://apps.who.int/iris/bitstream/handle/10665/272603/9789241514064-eng.pdf
World Health Organization. (2018). Nurturing care for early childhood development: a framework for helping children survive and thrive to transform health and human potential. https://apps.who.int/iris/bitstream/handle/10665/272603/9789240016071-rus.pdf
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