CULTURAL INFLUENCES

Cultural Influences

Patch 1: Images of Childhood(s)3

Patch 2: What is a Child?5

Patch 3: Interview with an Elder about Childhood7

Patch 4: Position on Children's Rights10

Patch 5: 'No Way. The Hundred is There!'11

Patch 6: In a child's words…friendship and relationship13

Patch 7: A conversation between Malaguzzi and Piaget15

Patch 8: Reflective Commentary17

References20

Cultural Influences

Patch 1: Images of Childhood(s)

In the nineteenth century, in U.K children belonging to working class families used to work in factories, agricultural fields, mines and farms. For families child was a source of income. Children were supposed to bring food then to get educated. Working in hazardous conditions for long hours was a common practice for children. Employers prefer children to employ because they were cheaper and submissive. During the 109th century children were a major source of economic growth to Britain. About 49% of the human resources were children under the age of 20 in 1821. Children as young as five to six years were employed in agricultural fields in rural areas of the country.

Until the 1840s, children used to work in mines for more than 18 hours each day. Their duties comprised operating gateways of doors for letting carts in, loading and unloading coal, directing and transporting carts through the tunnels.

As the picture illustrates, children working in cool mines push trolleys called 'Putters'. These putters job included opening and closing gateways of the coal mines for the passage of air. Trapper children used to spend hours alone in tunnels in dark. They used to begin their tasks at 2 in the morning and stayed in the mines for about 18 hours. They rarely get a chance to see sunlight (BBC Primary History).

Later significance of education was identified. By the beginning of twentieth century upper class and ruling families begin formal schooling. According to the Factory Act, it was mandatory for textile industry to offer a minimum of two hours of education for children below 13 years.

The second picture portrays the current picture of children living in Britain. By the end of the 19th century approach towards child labor and education transformed drastically. In 1889, The National Society for the Prevention of Cruelty to Children (NSPCC) developed. Additionally in the beginning of 1870, the Education act improved the situation. According to this act free and mandatory education will be provided to the children. Progressively all the children in Britain were enrolled in schools. Before the end of 19th century the lives of children begin to modify. They stated getting an education and were no longer perceived as 'little adults'. Due to this legislation families terminate treating children as a source of income and stated sending them to schools for education (nationalarchives.gov.uk).

Today, a number of educational programs have been developed for the education of children in UK. Education for Sustainable development is one of those. It is a procedure of learning of making decisions which takes a long term future into account for the frugality, conservationism, and impartiality of every communal. In order to build up future based chief tasks for education (UNESCO1, ...