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Extra resources for Shaping Early Childhood
Example text
S. (eds) (2001) Embracing Identities in Early Childhood Education: Diversity and Possibilities. New York: Teachers College Press. New, R. (1994) Culture, child development and DAP, in B. Mallory and R. New (eds) Diversity and Developmentally Appropriate Practice. New York: Teachers College Press. Stone, J. (1996) Developmentalism: an obscure but pervasive restriction on educational improvement, Education Policy Analysis Archives, 4(8): 1–21. 3 Models of the learner: reforming through interaction between nature and culture This chapter introduces you to the views and ideas of those who see the child as reforming through interaction between nature and culture.
Like classical behaviourism, it allows little room for the child actively to make choices and so it ignores the possibility that children may resist the role models and social expectations that they encounter. Here are a couple of instances of such resistance: C O N F O R M I N G T O N A T U R E , C O N F O R M I N G T O C U LT U R E 37 Resistance occurred at several levels. Some children resisted cleaning up and listening to stories; occasionally they succeeded. One interesting form of resistance occurred frequently when children rejected the attempts of teachers to engage them in activities in which they had little interest .
Within that general approach, however, modelling and imitation are regarded as crucial to learning gender roles. For instance: through observation, children learn behaviours associated with both parents. They learn these behaviours without any direct reinforcement because they see their parents as powerful, effective, and as having control over their rewards. For example, by watching their mother put on lipstick and perfume and observing their father tell her that she looks nice, both sons and daughters learn how to dress up.
