INCLUSION IN EARLY CHILDHOOD SETTING
The specially abled or disabled children of the society have seen a tremendous transformation in their pedagogies, education and playing. It is always a matter of concern that, “How do these kids enjoy and explore their childhood?” There are different levels of learning and development which is witnessed in the children having certain kind of disabilities. The role of the parents is significant in the development of the psychology of these children. Different theories of sociology, psychology and acts of play for these children have been identified. There is a reflection developed by the authors and I can narrow their research by conceptualizing the question that, “Do disabled children play?” The authors have developed an assessment of the disabled child’s development on the basis of their psychology, behavior in the society, their sociological and psychological needs (Goodley & Cole, 2010). There is a balance obtained between the disabled children’s play and the development of education system on the basis of that which would help the children to emancipate their activities in the society.
After understanding the playing of the disabled children, there are other factors which are to be focused and cajoled on. It involves developing the relationship between different forms of nature and sciences related to the development and welfare of the humans like technology, bio power and also the cultural and sociological aspects of the human nature. The question which comes to my mind from this is that, “What does it feel to be a human? And how does possessing disability enhance its meaning?” There are three themes on the subject of disability developed by the famous feminist philosopher and writer Rosi Braidotti. The first theme describes the concept of life which is extended above yourself and includes rethinking about the developments. In the second theme, she has described about the life which extends above the consideration of species. The third theme consists of rethinking about the concepts related to death. The article reflects the struggle of the disabled people regarding their consideration as humans and the politics which is developing around the term of disability has to be reframed and reconsidered for widening its scope for the welfare of the disabled section of the society. The consideration of post human feature of disability are very well related to the imposition of various attributes and inculcating of values among such children (Goodley, Lawthom, & Cole, 2014).
The needs and the rights that are to be inculcated for the disabled children require reconceptualization and firm principles in the education regarding the human values and interactions provided to them. The education rights of these people have been acquiesced by the authors in their article. They have explained the usage of language and have also evaluated its importance in communication and understanding of each and every concepts which are to be conveyed by the humans. The concept of special education which has been evolved in the last century involves considering various norms, characteristics and rights for the disabled people to develop an extensive experience of being human (Cole & Hodge, 2009). The question developed on evaluating this article is that, “Is Special Education a need or right?” It can be stated that a reflection of the proper allocation and development of the educational rights would help the disabled people to sustain themselves and develop their own identity in the society. The above mentioned three articles are focused on emancipation and involvement of the disabled children in the society and the role of education in the impartment of knowledge and skills to them and attaining erudite state.
The empathizing of genders and sexuality among the children have been developed for carving their psychology and triggering a specific behavior among them. In one such article by famous children psychological expert Mindy Blaise, the children’s perspective on the concepts of genders, sexuality and moral considerations in the early stages of their childhood have been discussed. The evaluation and analysis was developed on the basis of four experiments or activities carried out by the author. The first activity involved listening and responding to child specific characters through books, second activity consisted of taking part in the showing and sharing activity and the third activity consisted of making the children draw pictures of their ideal concepts regarding gender and sexuality. In the fourth activity, the children were made to click photographs of the things and structures that they thought would represent gender and sexuality in the society (Blaise, 2013). The reflection of this experiment has helped in framing the question that, “Can children have an appropriate understanding and perception from the human perspective of gender and racialization?” The article has described it very well land it has helped in circumspection of various activities for measuring the level of complacency observed among the children.
There is a huge politics involved regarding the culture that is pertaining to the management of the disabled people and assigning of powers to them. There are many intellectual elements related to the disability and its effect on the political and cultural aspect of the society. The question which is coined by me on the same note states that, “How does dishuman relate to being human?” An evaluation is carried which would provide a proper understanding of the lives of the dishuman and their daily struggle as a human being. There are four elements which have been identified by them and they are developing the rights and autonomy for the dishuman. Second element consists of the attribute of independence and overall humanity to be ensured for the disabled people. The third elements describes the politics which is involved regarding the imaging and positioning of humans and advocating them from the disability point of view. The fourth element describes the human approach towards seeking of normal characteristic in each and every person and situation that is faced by them and it mentions the acceptance of non-normative behavior and mindset which is observed in the disabled people in the society. (Goodley & Cole, 2014).
The inclusion in the early childhood setting following the above attributes has developed a great debate regarding inclusion of racialization and nomadic gratuitous practices in the field of education. In an article by two such authors, Veronica Pacini-Ketchabaw and Fikile Nxumalo, they have described the fabrication of the society regarding the candor characteristic of races and other nomadic considerations through education provided to the children. The authors have used the theories of the famous philosophers Gilles Deleuze and Felix Guattari, regarding the development and establishment of education system that would help in respecting the nomadic tribes and removal of racialization through the early childhood of the people. The analysis of the article involves the question that, “Is there any connection between the nomadic practices and racialization in the society and the education provided to the people in the childhood” The context of racialization has been explained through several experiments and incidences observed among the children (Ketchabaw & Nxumalo, 2010). The different perceptions of the people and their level of understanding reflects in the education that is provided to the children regarding the racialization and nomadic practices mostly based on hypocrisy in their life and in the society.
The concept of child care involves considering multi-culturalism and inculcating the attribute of governance among the immigrant adults and their children. There are different perceptions developed in the society and hence, it raises the question that, “What we know to be true about the different cultures and its practice?” There is a resistance offered against the different cultures by the people in the society and this has been reflected through the education provided to the children (Ketchabaw, 2007). The pedagogical ideologies and principles developed for educating the children have to be developed accordingly as it has a huge effect on the flexibility in the early childhood setting.
There has been a significant development of the psychology and ethnography of the children through their exposure to different cultures and globalization. The understanding of the children involves imbibing of a gender based and racist approach and attitude which they inculcate from the society and through human description in the pedagogical studies in their education (Taylor, 2007). This develops the questions regarding the differences in their perception which can be framed under the question that, “Do children recognize the emancipation of genders and races? And how do they react to them? “In the last five articles, there is a critical evaluation and characteristic description of culture and its governance in educating the disabled children in the society through proper emancipation of multi-culturalism.
There is a common world which involves development of specific framework and structure in the society from the inclusion of various theories and concepts in the early childhood communities developed for differently abled or disabled children (Taylor & Miriam, 2012). It raises a doubt that, “Is it possible for the children to understand the differences among the individuals and live happily with them?” It involves providing opportunities for human interaction and developing a non-cynical approach which would help all the humans to flourish in their respective talents and skills irrespective of their shortages and disability. The idea of accepting each other’s differences can be developed through deferential behavior and understanding in the form of specific theories and principles which have to be included for the early childhood communities.
The consumption of water has a very deep relation with its understanding in the childhood and the pedagogies which have been adopted for explaining the watery relations during the times of early childhood is very significant in developing a specific behavior towards it. As it has been mentioned by Ketchabaw and Clark in their article that water bodies are an integral part of our lives. The reflection of the article involves considering that, “Is ethnography of the knowledge regarding the watery bodies develop through education and pedagogy provided in their early childhood to the people?” The article first acquiesces on the different kinds of water bodies through differentiated water tables. The humanistic perception of these pedagogies involves considering and developing the importance of water and its resources through proper, sequential, ethical and ethnographical representation of the water bodies in the early childhood (Ketchabaw & Clark, 2014).
Thus, it can be seen that through the use of different articles, there is a distinctive and elaborative description as well as discussion carried out regarding the various attributes and inclusions in the early childhood setting. This involves considering their psychology through playing, understanding of racialization and gender in the society, exposure and human perception through different perspectives obtained across different cultures and the use of the watery bodies in the pedagogical and educational teachings inculcated through values among the disabled as well as other children in the society.
Blaise, M. (2013). Charting new territories: re-assembling childhood sexuality in the early years classroom. Gender and Education, 25(7), 801–817.
Cole, K. R., & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198-204.
Goodley, D., & Cole, K. R. (2010, June). Emancipating play: dis/abled children, development and deconstruction. Disability & Society, 25(4), 499–512.
Goodley, D., & Cole, K. R. (2014). Becoming dishuman: thinking about the human. Discourse: Studies in the Cultural Politics of Education,, 1 – 15.
Goodley, D., Lawthom, R., & Cole, K. R. (2014). Posthuman disability studies. Subjectivity, 7(4), 342 – 361.
Ketchabaw, V. P. (2007). Child Care and Multiculturalism: a site of governance marked by flexibility and openness. Contemporary Issues in Early Childhood, 8(3), 222-232.
Ketchabaw, V. P., & Clark, V. (2014). Following watery relations in early childhood pedagogies. Journal of Early Childhood Research, 1–14.
Ketchabaw, V. P., & Nxumalo, F. (2010). Unpacking racialisation through pedagogical documentation: Exploring nomadic practices. Conversations, 260-273.
Taylor, A. (2007). Playing with Difference: The Cultural Politics of Childhood Belonging. The International Journal of Diversity in Organizations, Communities and Nations, 7(3), 143-149.
Taylor, A., & Miriam, G. (2012). Common Worlds: reconceptualising inclusion in early childhood communities . Contemporary Issues in Early Childhood , 108-119.