Effects of globalization on early childhood education
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Another impact of globalisation of early childhood education has on the affluence and in poverty is in the area of language. In the case of Africa, the understanding of early childhood includes the virtue of togetherness called 'ubuntu' which is reflected in their very own native language. Hence, communications are reflected in different meanings in different languages. For example, terms of respect, deference and gender are built into most African languages, and communication is meaningless without them. (Penn, 2004) It is mentioned that there is a limited range of countries (USA and Europe) which derived the contemporary notions of child development. (Sanders, 2004) The increasingly globalised world culture can result in certain ideologies about children and childhood will come to displace the vital diversity of experience of being a child. These ideologies derived predominantly from Western, affluent countries. The fact that English language is the world language will affect the introduction of ideologies from western countries.However according to Penn (2004), rich countries' notion of helpfulness and obligation is rarely seen as an integral part of childhood and bearing. They view it as immoral to deploy children into the workforce. Globalisation of early childhood education has positive impact in the more developed countries as they have the beliefs of providing education to the children and against the practice of letting children be breadwinners for their householdsHowever according to Penn (2004), rich countries' notion of helpfulness and obligation is rarely seen as an integral part of childhood and bearing. They view it as immoral to deploy children into the workforce. Globalisation of early childhood education has positive impact in the more developed countries as they have the beliefs of providing education to the children and against the practice of letting children be breadwinners for their households.
Another impact of globalisation of early childhood education has on the affluence and in poverty is in the area of language. In the case of Africa, the understanding of early childhood includes the virtue of togetherness called 'ubuntu' which is reflected in their very own native language. Hence, communications are reflected in different meanings in different languages. For example, terms of respect, deference and gender are built into most African languages, and communication is meaningless without them. (Penn, 2004) It is mentioned that there is a limited range of countries (USA and Europe) which derived the contemporary notions of child development. (Sanders, 2004) The increasingly globalised world culture can result in certain ideologies about children and childhood will come to displace the vital diversity of experience of being a child. These ideologies derived predominantly from Western, affluent countries. The fact that English language is the world language will affect the introduction of ideologies from western countrieGlobalisation affects the country's culture and economy development. There is impact of globalisation for children and families in both developed and developing countries. There are positive and negative implications for globalisations.
In the developing countries, such as Africa, children were not supposed to view themselves as individuals - on your own and without the constant intimate presence of others - is the worst kind of punishment. (Penn, 2004) In this way, children may not be able to have his own decision and thoughts. People viewed themselves as a whole as community working as together. Children were trained to run errands from the moment they could toddle. (Penn, 2004) Children are to help out in the family and perform the given work the same as everyone. They are to work and contribute to the family. If they are encouraged to go to school, the family will have less helpers to support and they also face the challenge of funding their children's education. It has also been experienced that although the majority of children in India today have access to school education, all of them are not receiving quality education for various reasons. (Govinda, 2011) One of the reasons could be the lack of funds to support the children's education as their families are already in poverty. It becomes a challenge to sustain a child's education throughout his life
Another impact of globalisation of early childhood education has on the affluence and in poverty is in the area of language. In the case of Africa, the understanding of early childhood includes the virtue of togetherness called 'ubuntu' which is reflected in their very own native language. Hence, communications are reflected in different meanings in different languages. For example, terms of respect, deference and gender are built into most African languages, and communication is meaningless without them. (Penn, 2004) It is mentioned that there is a limited range of countries (USA and Europe) which derived the contemporary notions of child development. (Sanders, 2004) The increasingly globalised world culture can result in certain ideologies about children and childhood will come to displace the vital diversity of experience of being a child. These ideologies derived predominantly from Western, affluent countries. The fact that English language is the world language will affect the introduction of ideologies from western countrieGlobalisation affects the country's culture and economy development. There is impact of globalisation for children and families in both developed and developing countries. There are positive and negative implications for globalisations.
In the developing countries, such as Africa, children were not supposed to view themselves as individuals - on your own and without the constant intimate presence of others - is the worst kind of punishment. (Penn, 2004) In this way, children may not be able to have his own decision and thoughts. People viewed themselves as a whole as community working as together. Children were trained to run errands from the moment they could toddle. (Penn, 2004) Children are to help out in the family and perform the given work the same as everyone. They are to work and contribute to the family. If they are encouraged to go to school, the family will have less helpers to support and they also face the challenge of funding their children's education. It has also been experienced that although the majority of children in India today have access to school education, all of them are not receiving quality education for various reasons. (Govinda, 2011) One of the reasons could be the lack of funds to support the children's education as their families are already in poverty. It becomes a challenge to sustain a child's education throughout his life
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