Publication date
Author
Research goals
In the first article I introduced my research, briefly discussed the methodology and unpicked what sociodramatic play means, the 3 domains of sustainability and the education context in the UK, specifically early childhood and the EYFS.
As a reminder, my aims for this research were to:
- Probe into children’s perceptions of social issues
- Consider sociodrama as a pedagogical tool for exploring social and economic dimensions of sustainability beyond environmental emphasis
Findings and analysis
All of the below is explored in more depth in the podcast episode
Children’s perceptions of poverty
In this segment, I explore the evolving understanding of poverty among young children, shedding light on their initial perceptions and how these developed over time.
Transformation of understanding
During this programme, children’s comprehension of socioeconomic issues underwent a profound transformation. Influenced by social perceptions of reality, as highlighted by Barbier (2012), and shaped by interpretative reproduction, as described by Corsaro (2018), children displayed a nuanced understanding of poverty.
Initial Perceptions
Initially, children associated poverty with physical harm, such as injury or illness, suggesting a link between the use of language and concepts of being ‘poorly’. However, children’s understanding deepened as discussions progressed. Vygotsky (1987) recognised the constraints of play based learning on children’s perception of reality; a notion echoed in Fleer’s (2010) assertion that play often draws from past experiences. In this case children’s past experiences and understanding of ‘poor’ was around the concept of being ‘poorly’.
Progressive understanding
As discussions evolved, children began to grasp poverty as the lack of financial resources. This progression reflects their active participation in interpreting and sharing information (Gweon, 2021).
Integration of real life experiences
Children integrated real-life examples, such as water scarcity scenarios, into discussions, facilitating a deeper understanding of poverty (Blair & Raver, 2012; Pascoe et al., 2016).
Children’s perceptions of race
In this section, I explore children’s early perceptions of race and diversity, unveiling their remarkable capacity to comprehend and appreciate differences.
Early categorisation
Research indicates that children categorise individuals based on race from a young age (Aboud, 2008; Setoh et al., 2017). Gonzalez et al. (2021) further suggest that such categorisation influences children’s perceptions and biases.
Early grasp of diversity
Children demonstrated an early grasp of racial diversity during discussions, highlighting their capacity for inclusivity. Corsaro (2018) emphasizes socialization as a collaborative endeavour, reflecting children’s engagement in cultural creation with peers.
Cultural exchange
Following sociodrama sessions, children engaged in cultural exchange, celebrating diverse backgrounds and languages. This showcases their active participation in shaping cultural production (Corsaro & Everitt, 2024).
Inclusive environment
Embracing diversity, children created a welcoming environment where cultural heritage was celebrated, reinforcing the importance of inclusivity (Corsaro, 2018).
Reflecting on personal heritage
Children openly reflected on their diverse background, highlighting the richness that comes from embracing cultural differences
Conclusion
This article was a brief introduction to the exploration of children’s perceptions of poverty and race. In the podcast episode I share more detail and examples of the children’s evolving perceptions of socioeconomic issues, from poverty to race. Their journey reflects a deepening understanding and appreciation of diversity, underscoring the vital role of early education in shaping inclusive societies.
Key takeaways
- In line with Ryan et al. (2010), the children in this study demonstrated pre-existing ideas, assumptions, and prior experiences that influenced their perception of the issues at hand.
- Introducing discussions on poverty and social justice into educational settings helps preschoolers gain a deeper understanding of these subjects, and nurtures empathy and social awareness from an early age (Hellman et al., 2018).
- Fostering empathy and critical thinking skills, while expanding their comprehension of the world, can play a crucial role in challenging these stereotypes and cultivating a more nuanced understanding of socioeconomic issues like poverty.
- Sociodrama initiatives aimed at promoting social sustainability provide valuable platforms for actively listening to children’s voices, perspectives, emotions, and concerns.
Critical considerations
- How can we ensure a happy childhood while addressing social injustice with young children?
- How can we foster a more critical and inclusive understanding of the world that prompts children to explore and question societal structures?
- Does early childhood education have the potential to influence an imbalanced adult society? If so, how?
Explainer
Education for social sustainability encompasses fostering knowledge, skills, and attitudes that contribute to creating a socially sustainable society. This includes promoting awareness of social issues, developing critical thinking skills to address them, and cultivating values such as empathy and responsibility towards social justice and equity.
Sociodramatic play refers to a form of dramatic play where children engage in role-playing scenarios that reflect real-life situations. It involves imaginative storytelling, enactment of roles, and collaboration with peers to explore various social roles, relationships, and conflicts. Sociodramatic play provides opportunities for children to develop communication skills, empathy, problem-solving abilities, and social understanding in a supportive and creative environment.
References
Aboud F., 2008. A social-cognitive developmental theory of prejudice. In Quintana S.M., McKown C. (Eds.), Handbook of race, racism, and the developing child (pp. 55–71). Hoboken, NJ: John Wiley & Sons.
Almeida, S., 2019. Mythical encounters: challenging racism in the diverse city. International Journal of Sociology and Social Policy, 39(11/12), 937-949.
Corsaro, W.A. & Everitt, J.G., 2024. The Sociology of Childhood. Sixth Edition. Ebook.
Corsaro, W. A., 2018. The sociology of childhood. SAGE Publications.
Gonzalez, A. M., Steele, J. R., Chan, E. F., Lim, S. A., & Baron, A. S., 2021. Developmental differences in the malleability of implicit racial bias following exposure to counterstereotypical exemplars. Developmental Psychology, 57(1), 102.
Jickling, , & Sterling, S. (Eds.)., 2017. Post-sustainability and environmental education: Remaking education for the future. Springer.
Perry, S. P., Skinner-Dorkenoo, A. L., Abaied, J. L., & Waters, S. F., 2022. Applying the evidence we have: Support for having race conversations in White US families. Perspectives on Psychological Science, 17(3), 895-900.
Setoh, P., Lee, K. J., Zhang, L., Qian, M. K., Quinn, P. C., Heyman, G. D., & Lee, K., 2019. Racial categorization predicts implicit racial bias in preschool children. Child development, 90(1), 162-179.
About the author
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