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Power dynamics in relation to the possession of materials
The possession of goods in childhood mirrors societal resource disparities and significantly influences social interactions and roles. These goods can symbolise disparities in socioeconomic status, as evidenced by studies on childhood obesity (El-Sayed et al., 2012), anaemia (Mohammed et al., 2019), and overweight and obesity (He et al., 2014). Research suggests that income and wealth disparities contribute to differences in access to healthy food items, potentially exacerbating health inequalities (Bann et al., 2018).
The collected data has revealed that power dynamics are prevalent, particularly in relation to the possession of materials. In this analysis, the desirable object takes the form of goods like food and water. These goods not only serve their practical purpose but also symbolise the unequal distribution of resources within society. Furthermore, they act as a catalyst for role-playing scenarios, where the potential for redistributing these specific goods becomes a reality.
The following three sub-themes related to the possession of goods as a form of power are explored in the podcast episode:
Power as possession
– Unequal distribution of resources leads to power imbalances.
– Children’s interactions reflect awareness of possession’s influence, illustrated by role-playing scenarios.
Negotiating power dynamics
– Resource possession influences social standing and role assignments.
– Conflicts arise when sharing is involved, impacting group dynamics.
Social norms and authority
– Children emulate authority figures, like teachers, in play scenarios.
– Understanding these dynamics offers insights into promoting inclusive societies.
Conclusion
Integrating children’s social dynamics into discussions on social sustainability offers new perspectives, enabling researchers to inform inclusive community practices through the exploration of children’s innate fairness and role-playing tendencies.
Key takeaways
- The understanding of power dynamics linked to possessing resources in early childhood can influence children’s social interactions and relationships.
- Young children have the capacity to establish and sustain unequal relationships during play by collaboratively constructing positions of power through their communication and use of objects (Cederborg, 2021).
- Children play an active role in moulding their social environment by engaging in interactions and leveraging their possession as a means of exerting influence within their play context (Corsaro, 2018).
Critical considerations
How can we foster a more 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? And 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
Bann, D., Johnson, W., Li, L., Kuh, D., & Hardy, R., 2018. Socioeconomic inequalities in childhood and adolescent body-mass index, weight, and height from 1953 to 2015: an analysis of four longitudinal, observational, British birth cohort studies. The Lancet Public Health, 3(4), e194-e203.
Cederborg, A. C., 2021. Power relations in pre-school children’s play. Early Child Development and Care, 191(4), 612-623. Available online: DOI: 10.1080/03004430.2019.1637342
Corsaro, W.A. & Everitt, J.G., 2024. The Sociology of Childhood. Sixth Edition. Ebook.
Corsaro, W. A., 2018. The sociology of childhood. SAGE Publications.
El-Sayed, A. M., Scarborough, P., & Galea, S., 2012. Socioeconomic inequalities in childhood obesity in the United Kingdom: a systematic review of the literature. Obesity facts, 5(5), 671-692.
He, W., James, S. A., Merli, M. G., & Zheng, H., 2014. An increasing socioeconomic gap in childhood overweight and obesity in China. American journal of public health, 104(1), e14-e22.
Mohammed, S. H., Habtewold, T. D., Muhammad, F., & Esmaillzadeh, A., 2019. The contribution of dietary and non-dietary factors to socioeconomic inequality in childhood anemia in Ethiopia: a regression-based decomposition analysis. BMC research notes, 12, 1-5.
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