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Introduction
This episode explores children’s roles in preschool society concerning social norms. It examines how children act as followers, enforcers, and creators of social norms, drawing on relevant literature and empirical evidence. The discussion highlights children’s understanding and adherence to social norms, their enforcement of these norms within peer groups, and their role in shaping new norms. Moreover, implications for social sustainability are discussed, emphasising the importance of fostering critical thinking skills and promoting prosocial behaviour among children.
Children's roles in upholding social norms
Throughout this programme, we have looked into understanding the world around us and the individuals within it, uncovering the social norms that govern our society. Social norms have intertwined with pressing social matters, highlighting children’s roles as followers, enforcers, and creators of these norms through their actions, words, and behaviour.
Children as followers
In certain instances, children have displayed a strong inclination to conform to established social norms without initially questioning them. Furthermore, children were more inclined to challenge established social norms, typically crafted by the adult world, within their own peer cultures and in the absence of adult supervision. These findings, as outlined by Adami et al. (2021), highlight the extensive power dynamics involving not only children but also the influence adults exert over children’s rights; resulting subordination, which is especially apparent in unjust situations.
Children as enforcers
As children transition from passive observers to active enforcers of social norms, they exhibit an understanding of the universal and objective nature of these norms. Schmidt et al. (2016) argue that children perceive normative rules as universally applicable, demonstrating an innate inclination to comprehend and uphold them. Moreover, in line with these findings, children not only grasp specific social norms within the preschool community but also utilize this understanding to evaluate others, as highlighted by Ziv et al. (2021).
Children as creators
As Li et al. (2021) noted, children demonstrate the ability to establish new norms through their interactions with peers. Throughout the sociodrama sessions in my study, these instances were evident, showcasing how children develop and implement new norms in their social interactions. This suggests a nuanced understanding of roles and norms among children, as they actively shape and redefine their social environment.
Conclusion
My findings echo Cederborg’s (2021) research, emphasising the adaptability of children’s behaviour in response to social cues and roles. This adjustment influences their social interactions and relationships. Whilst my study has revealed instances of both inequality and exclusion, it has also showcased opportunities for expressions of kindness, generosity, and negotiation.
Key takeaways
- Even in the earliest stages of development, children’s perceptions and interpretations of the intentions and acts of others are closely related to their knowledge of normativity.
- It is crucial to foster critical thinking skills and encourage children to question and challenge unjust social norms, even in the presence of adult guidance.
Critical considerations
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
- Cederborg, A. C., 2021. Power relations in pre-school children’s play. Early Child Development and Care, 191(4), 612-623. Available online: DOI: 1080/03004430.2019.1637342
- Corsaro, W. A., 2018. The sociology of childhood. SAGE Publications.
- Li, L., Britvan, B., & Tomasello, M., 2021. Young children conform more to norms than to preferences. Plos one, 16(5), e0251228.
- Schmidt, M. F. H., Butler, L. P., Heinz, J., & Tomasello, M., 2016. Young Children See a Single Action and Infer a Social Norm: Promiscuous Normativity in 3-Year-Olds. Psychological Science, 27(10), 1360–1370. https://doi.org/10.1177/0956797616661182
- Ziv, T., Whiteman, J. D., & Sommerville, J. A., 2021. Toddlers’ interventions toward fair and unfair individuals. Cognition, 214, 104781
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