Commodified Childhood Model

This analysis of five different childhood models is like looking through the lens of a camera. Every child and family are unique. Adults raise their child according to their beliefs, values, society and culture that have influenced them to be correct and relevant during their own upbringing (Rogoff, 2003). Most importantly, an educator needs an understanding of the childhood constructions. Through awareness and knowledge, the educator can help the child learn and develop without any assumptions of the child (Sorin and Galloway, 2006). This essay will compare multiple models of childhood, also examine the contrasts, as well as connections and the role of the adult.

When comparing the role of the child in the models of the Miniature Adult,

For instance, the visual child image, including contextual influences such as culture, value and beliefs, as well as the role the adult plays. These two childhood models represent opposite ends of the scale. How a western society child appears and how the child life appears in a third world country as seen by the child in Figure 2 and Figure 3. The victim child is from a place of poverty, famine with a low economic status living through war or terror from social and political forces in a ravaged town. Therefore, the child goes unnoticed, neglected, as well as unprotected by the adult or even absent. In addition, the adult and child are powerless. The child’s chances of being a casualty static are high, maybe even death. Travelling towards the opposite end of the scale is the Commodified Child. The child as a commodity does not come from poverty or famine, the child looks well-dressed and appears healthy, while the child’s home would be modest and comfortable. Also, the child does not go unnoticed or neglected. However, the adult role is one of self-interest using the child’s image as a saleable item to gain extra wealth and material items. The child’s popularity can lead to television and movie roles with marketing products from clothing to toys and accessories bringing greater financial gain to the family. The adult in this relationship has the power,

Through, the educator and the adult parents developing a partnership and working together in the child’s best interests and needs. Therefore, this partnership involves both parties to respect one another, open honest communication, trust, problem solving and decision-making. This allows the educator to gain knowledge of the child helping them build their relationship, while catering to the child’s needs and giving a quality service. Further, gives the parents knowledge of the educator, allowing the parents to have confidence in leaving their child in care. This partnership is valuable to the child’s development and for the parents wanted learning outcomes. As society, global influences and demands on the world change, so does education and the way educators teach, as well as their understanding and knowledge, such as childhood development. Today educators adapt curriculum to provide equality and diversity in lessons or activities using suitable resources, so the child feels like they belong. Through meeting educational needs, recognising and respecting the child’s culture, values, beliefs and language background, as well as support and encourage the child through their own learning. This gives the child a starting point in building good morals and values in life. The child can engage with peer and build on their skills of communication,