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Society in Early Childhood Education
Children grow, develop and learn within a social framework set up by the society
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Definition of society
 According to oxford dictionary, a “society is a system whereby people live together in
organized communities
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 According to Maclver and Page (1959) Society is a system of usages and procedures,
authority and mutual aid, of many groupings and divisions, of controls of human behaviour
and of liberties
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 According to Cole (1920) society is the complex of organised associations and institutions
within the community
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It includes how they dress, their customs and the goods they create for example houses,
furniture, and foods
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Elements of culture
Culture has two elements
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It includes everything that we can see and touch for example food, chair,
car, houses, clothes, furniture etc
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It includes everything that we cannot see and touch for example
beliefs, education, law, religion etc
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Children are not born with culture
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(i)

Culture is cumulative: People keep on adding something new to what they have
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(ii)

Culture is conservative: Culture is preserved by each generation
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(iv)

Culture changes: It is ever changing
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Every generation
adds something new and modifies something
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(v)

Culture is material and non-material: Material culture includes: food, chair, car, houses,
clothes, and furniture
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The ideals promoted by an educational system of a society should be determined by the culture
of that society
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Culture defines the accepted way of life
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In
culturally relevant education, the culture of the child is at the centre of teaching – learning process
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It also
helps children to maintain their cultural identity in the global world
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Teachers understand the culture of
the child and adapt lessons to reflect the culture of the child
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First language of the child is used to enhance learning
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Members of the community
are invited to speak or demonstrate to children on various topics
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

Culturally relevant learning resources
Learning resources are culturally relevant
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Use of
learning resources in the child’s community or environment
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Teachers use parents or

community members as learning resources in the classroom to provide information in the
areas they might not be well informed
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Teachers play many roles: instructors, guides, models, advocates for the child
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Teachers use the child’s home
cultural experiences as a foundation upon which to develop knowledge and skills and helps
in the transfer of school experiences to home experiences
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Teachers create a bridge between home and school lives
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Teachers help students to
understand that they will be successful and hence develops positive self-concept
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Teachers understand
the culture of the child, respects and appreciates all children and provides an environment
which makes children to succeed
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

Use of learner centred curriculum
Curriculum content is selected from the culture of the child
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The child’s real life experiences are part of school curriculum
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The
curriculum helps children to learn and understand their culture
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Learners work on activities
that are culturally relevant to them
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

Parents and families involvement in school activities
There is strong teacher-parent partnership
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Teachers invite parents to participate in school activities and
functions
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Parents communicate to
teachers the concerns about their children and expectations from the school
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School
informs parents the plans they have for their children using news-letters informing parents
and community school activities
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All stakeholders inform learners that they are supposed to attain very high
standards in their class work
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6 Topics in the theme society
(i) Different cultures
(ii) Culture is a way of life
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(iii)Values: Important values in a society include: Empathy, respect, self-reliance
(independence) love, loyalty, honesty, understanding, discipline, communication, sharing,

tolerance, hard work, forgiveness, flexibility, and integrity
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Integrity means keeping one’s morality intact or morally correct
in all dealings
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(iv) Life skills
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Life skills are the mental
and emotional skills which enable us to better cope and succeed in our lives which may be
categorised as decision making, communication and interpersonal skills, and coping and
self-management skills
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The factors may make it possible or impossible for people to
move from one class or strata to another
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A society may be open or closed
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The factors influencing social stratification are birth, education, gender, age, race,kingship,
occupation, wealth, power, religion, abilities or talents
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 According to Warner a class is a number of people with equal prestige or status
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Social Mobility
What is social mobility?
 It refers to movement within the social structure
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 It also refers to a change in social position of people in social space
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In horizontal mobility occupational status does not change
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

Vertical mobility
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New status is
achieved
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Schools
Schools are agents of development
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Society
exerts pressure on schools which in turn influences the development of children
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Society expects schools to preserve and transmit culture
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(ii) To transform culture: Society expects schools to transform culture
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Education helps learners
to adjust to changes in their society and develop ways of dealing with problems
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The other important functions of schools are to develop an
individual
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(iv) Agent of change: Schools are instruments of change
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Brown, F
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(1955)
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NY: Prentice-Hall, Inc
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(2004)
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NY:
Delmar Learning
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A
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F
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A sociological approach to education
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Dewey, J
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The schools and society, Chicago: University of Chikago
Press
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(1938)
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New York : Collier Books
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(1956)
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Illinois, USA: The Free
Press
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L
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Introduction to early childhood education
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Froebel, F
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The education of man
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Government of Kenya
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Report of the presidential working party on
education and manpower training for the next decade and beyond
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Hollins, E
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(1996)
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NJ: Lawrence Erlbaum Associates
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H
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Philosophy of Education
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Ladson-Billings, G
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“Culturally relevant teaching: The key to
making multicultural education work
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Lawton, J
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(1998)
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Boston: Scott, Foresman and Company
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S
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A sociological approach to Indian education
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Morrison, G, S, (1997)
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New
Jersey: Printice Hall
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J
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Social Change
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McGraw
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C
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Curriculum foundations, Principles and Issues
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Read, K
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& Mahler, B
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Early childhood programs
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Sachdeva, M
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(1996)
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Ludhiana: TandonPublications
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(1992)
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Critical teaching for social change
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Taba, H
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Curriculum development: Theory and practice
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Zais, R
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(1976)
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NY: Thomas Y
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