A Cultural Geography of Childhood - Essay Example

BA Education Studies A Cultural Geography of Childhood "Children of all ages have one thing in common: they close their ears to advise and open their eyes to example" Anonymous Introduction Children of many culture and generations are considered most fascinating wonders of creation. In innocence, they embody purity, in their laughter, joy, and in their grief, unadulterated sorrow. In this photographic essay, I have chosen a collection that is not necessarily about me, but a depiction of experiences and interpretation of what I have experienced or idealised as childhood reality. Several of these, the first portion or set of the collection, reflects an English child's experiences, and the second set are my global perspective of other children's culture, or perceived existence as may be influenced by media and other forms of information. All throughout this essay, I have incorporated texts from readings about childhood and culture. Photography is a form of art aided by technology that captures in one scene what could have been or what might happen, or exactly what is happening with the subject or subjects, in connection with the present background, at this point, his or her environment. This could either be perceived, apparent, or as interpreted by circumstantial evidence presented by the image which is called the photo. Through photography, various forms of messages, interpretations as well as representation of culture, tradition and practices are depicted. These representations embody existing as well as ideal forms of what should be or what can be, but in most cases, also depict what are prevalent in society. With photos of children, these depictions are quite difficult to mask or hide. Thus, they become iconographic, as is "truth" at the moment. There had been moments in time that "childhood" according to Aries (1962) did not exist as in the middle ages, although this has been criticised as inaccurate (Hanawalt, 1995) where children were controlled and restrained. Aries went on to describe children as "little adults" although modern researches also pointed out that there had been separation of a "child" and "adult" starting in medieval Europe, of which, occurrences must have ignited these change. This essay, nevertheless, will progress with modern studies that have careful consideration of how children interact with adults and the factors that affect or shape children's general views as well as their present state. First Set I have an ordinary, normal childhood experience in the United Kingdom. I stayed around at the house for most of my early memories of childhood and my mum and dad served as big people that have to look after me and my needs. I have chosen this first set to depict, what for me is a "normal" childhood. Normal in the sense that there were no extraordinary occurrences such as physical or mental abuse, early detachment of a child to his or her parents, disability experiences, among other life-changing courses. This first photo depicts a toddler and her dad in formal outfit: he in tuxedo and the baby girl in chiffon dress. At the viewpoint of ordinary audience or watcher, this was taken during a special occasion, and it could be a wedding, a church or holy day, or any event that prompts the family, which is the mother, the father and the child, or children, to dress up and join a congregation, a community, or family gathering. (1ST PHOTO/Father & TODDLER) This second photo depicts a pre-school or day care child with his buddy. They are both of about the same age range between 3-5 years old and are in the stage of discovering friendship or comradeship, as well as belonging and acceptance. Considering their skin and hair colour, as well as their outfit, both children belong to a middle class or well-off family and society. This could mean their basic needs were well-taken cared off, and with the smile and facial glow of the blond child, he appears to be contented and secured, while the other child seem to have been influenced a little with the happiness or enthusiasm of his friend. 2nd Photo (2 boys smiling) In a healthy, normal setting, I can say that being in a day care or nursery school, being able to play and smile with fellow little children, is a normal and healthy environment, and if properly considered in a first world economy like the United Kingdom where I grew up. (3rd Photo - kid's room) I have also picked this photo of a room which is set-up and designed for a child, which depicts an active one. This photo of a child's room had well-chosen contents with the safety, comfort, enjoyment and mental growth of the child in high consideration. Quality in this graphic representation may mean that which is materially well-provided, where a child may have his or her own room as depicted in this photo where plastic racks were maintained in order to address safekeeping of toys, presence of visual aides such as the hanged circle wall decors, a low circular table to avoid accidental corner bumps, huge, low, open windows viewing an open garden allowing fresh air, light and ventilation, as well as a wall lined with books that may serve as an educational or learning aide for the child. (4th photo, 3 kids playing in snow) Children frolicking in the daytime snow is a depiction of physical activity which many male children or boys enjoy and engage into. Boys are the more physical in terms of gender activities, and this photo exemplifies an active, happy childhood of three boys clad in winter garments and in knee-deep snow, with residential houses nearby. Culturally, this photo presents a common first world rural environment, of vast space between houses or residential buildings, wide open spaces, safe neighbourhoods, secured childhood. (5th photo, child with horse) This photo of a young pre-teen girl with her horse is a depiction of a contented, well-provided for childhood and environment. It shows a privilege in the point that the child enjoys to ride or even maintain or breed horse, and modern day concept has it that only the well-off or can-afford may have this kind of lifestyle: wide land properties (in this instance, a wooded area is the background, which may mean an inclusion of the child's family properties. (6th photo Day Care Worker on her back & day care children) This is taken inside a day care centre where the presence of mothers or carers are depicted. A day care worker / teacher reads aloud a featured story of the day while the day care children and their carers/mothers listen. At a glance, it can be said that the day care children population is high, between 20-30 children in all. The room may be spacey, but due to the high attendance and presence of carers/ or mothers, the space was delimited. (7th photo 4 boys in fountain) This photo presents the adventurous spirit of boys. Boys explore and find amusement on anything at all, in most cases. At this point, they enjoy checking out a water fountain in a garden in a middle-income residential area. Second set I have chosen this second set of photos to depict various global communities of children, and to present my point of view and academic interpretation of these photos. (8th photo 2 African kids with sheep) This photo shows healthy African or aboriginal kids with equally healthy goats. Kids with their kids. Their background is a wall made up of either concrete cement or mud, but it was interestingly painted with white, and orange. (9th photo a girl with a dog on leash, sephia colour) This is a commercial photograph taken from a photography service website. It reminds me of "Grave Dancers Union," the top-selling album of American band Soul Asylum. It depicts a girl with her pet dog. It could be a sad photograph considering the sephia shade (use of monotone brown to effect antiquity) but, surprisingly, it is not. (10th photo, kids in the neighbourhood) This photo of amused, curious children in a rural neighbourhood depicts a close-knit community of third world (probably southeast Asian) countries. Older children, when not attending school, look after their smaller or toddler siblings. (11th photo 3 kids with mask in red shirt) This one is definitely Asian, Chinese of ethnicity from either Hong Kong or Singapore, and may be taken in America or elsewhere. This photo depicts the rich cultural tradition of Chinese people, with their dragon festivals and a lot more. (12th photo boy & girl in front of tv set) This last photo depicts "cosmopolitan" children, most probably siblings, inside their condominium residential house enjoying a boob tube. The photo shows a limited space, close-knit sibling, and use of modern technology to entertain kids. Part 2 In this discussion, I will try to present the reasons why these photos were chosen, as much as possible, "the role of spaces and places in the construction of children's social realities and their relation to personal identity based on social variables including gender, ethnicity and class," and also "the difference and/or relations between adult and children's meanings, perception and experience of the world," (as per instruction). Canella (1997) emphasized in her book that children advocates and educators have taken to themselves responsibilities and guidance for proper child rearing as "We take pride in the notion that we are child- centred and place the whole child at the forefront of our thoughts and actions. Through observation and psychological theory, we have diligently learned so much about children that we can describe how they grow and change. We know what kind of experiences to provide for them and how to advise others regarding these experiences. We dedicate many hours to issues of child development, attempting to improve home and school experiences for all children." So much have been contributed to child education and social environment although it cannot be said if these were served to the majority of today's children. The first photo. I have chosen this first photo to present the significance of "family" and "security." From a socio-cultural standpoint, the man, perceived as the father of the baby girl, is a dependable, loving or caring, gentle and responsible father. From the way he looks, he adores his child, and with the serene joy captured in both of their faces, they have personal bonding and affection that fills the third level of (Maslow's) hierarchy of natural needs which is the social needs of love, friendship and comradeship (Norwood, 2006), of which neither the first two were neglected which are: first, the physiological needs of warmth, shelter, and food, and second: security needs which is protection of danger. These natural needs were carefully outlined as filled in order to achieve "quality of life" as specified by Warming (2003) in her study stating that, "In traditional psychology and life quality research, quality of life has been regarded as connected to the satisfaction of natural hierarchical needs." The second photo. I have chosen this photo to show the "reaching out" stage of children, where in a same-socio-cultural environment, they bond with children their age, especially evident with boys. The children are not threatened to any degree of harm or hunger, as well as pain or abuse. Other instances may have an internal effect on any child dependent on his or her other childhood experiences which may not be entirely apparent in his day care or nursery school, at which point, there is "home" and it may be presupposed the other child in the photo with the darker hair, have other unsettling experience/s at home or elsewhere. This places Warming's proposition that, "quality of life can also be regarded as historical, socio-cultural constructions []the constructionist perspective puts forward the idea that people act, make sense, and perceive by their senses in relation to the possible social constructions in social space in which they act, make sense and perceive by their senses," (2003). So that in this instance, although the child with a darker shade of hair may have been induced to smile and be happy in front of the camera, have abided to smile and be happy, but not fully realised. Third photo. At this viewpoint, the photo depicting a child's room may contradict Warming's (2003) general proposition on her day care experience that, "most of the children didn't expect adults to be interested in their perspectives." Nevertheless, this photo and opinion is not a generalisation and is subjective at this point. As Warming (2003) have emphasised, "children are different from each other, and thus quality of life from a child perspective might very well differ in accordance to children's dissimilarities," and differences may include home environment both physical and psychosocial. Fourth photo. This frolic in the snow depicts environment and socio-cultural rural or residential setting of first world economies in contrast with that of third world urban areas. This is privilege as against the limited choice of urban poor. Fifth photo. This is another depiction of privileged, healthy, and fun for childhood. As Warming (2003) said, "most children enjoyed a quality of life that to some reasonable extent approached the ideal childhood at home" Sixth photo. I have chosen a day care setting to depict a normal occurrence, maybe, worldwide, although not necessarily in some deprived third world African or Asian countries where day care service does not exist. Warming (2003) have presented her views that, "important risks to the success of these endeavours were: The differences between the culture of the family and the day care institution (meaning hierarchy and conflict between their different systems of sense making). The social marginalization and lack of resources of some of the families. The criterion-related pedagogic practice." Seventh photo. This depicts multi-faceted growth or childhood background. "Children's identity is regarded as a set of multiple and even contrasting potentials formed through participation in different kind of relations, where every new participation activates, develops, alters, and transforms certain potentials. This attention to the history of identity and experience of quality of life makes it possible to endow the social space perspective with the recognition of the significance of early childhood," (Warming, 2003). Eight photo. This depicts sibling affinity and contentment. This is in contrast with the common notion about African children as starving, bone-slim, and forsaken. The background of a well-built house wall as well as the goats being carried by the children depicts abundance. Ninth photo. Although this may be an arranged theme, I have included this in the set to present artistry in childhood photography. Careless abandon is depicted in this photo as the child in barefoot wore seemingly old and second-hand clothes complimented by unkempt hair. Here, although freedom is depicted, there is also uncertainty (of violence and abuse) which is experienced by most girls and young women all over the world, first to last in economic status. Tenth photo. Cultural in content, this one in a rural or probably urban poor community of residential houses presents the strong community and sibling bonds among children where lack of materialism does not pose insecurity among them. In this photo, I cannot but recall and agree to Cannella's (1997) observation that, "The communication and socioeconomic gaps (including access to resources) between human beings from different cultural groups and economic classes is widening in the United States and around the world. Monied children attend particular schools while poor children are provided with different experience." Eleventh photo. Many Asian children grow up in strong family ties and follow traditional practices and beliefs, such as use of colour red for good luck and material abundance, as well as wearing costumes during holidays. Twelfth photo. This one as mentioned earlier means cosmopolitanism where space within residential areas are limited, and use of television and computers are common occurrences to pacify children. Although this leads to "built environment" problems such as obesity, lack of exercise, indoor pollution, among other physiological problems for urban children (ENS, 2006). Interestingly, amidst the growing culture of television addiction among children, Bazalgette and Buckingham (1995) admonished that "In the case of children's television, there has been hardly any investigation into what children themselves might define as 'quality,' and very little sense in which they have been able to participate in the debate: they are, in this sense, an invisible audience," of which many modern researchers and educators might consider. Reference: Aries, P., (1962) Centuries of Childhood; London: Cape (pp.125-130) Barnes, T.J. and Duncan, J.S., (eds.) (1992), Writing Worlds: discourse, text and metaphor in the representation of landscape, London, Routledge Bazalgette, C. and Buckingham, D. (Eds.) (1995) In Front of the Children: Screen entertainment and young audiences; London: BFI Bettelheim, B (1985) The Uses of Enhancement Harmondsworth: Penguin Brannen, J. and O'Brien, M. (Eds.) (1996) Children in Families: Research and Policy; London: Falmer Buckingham, D. (2000) After the death of childhood: growing up in the age of electronic media; Cambridge: Polity Press Cannella, Gaile Sloan. )1007). Deconstructing Early Childhood Education: Social Justice & Revolution. New York: Peter Lang. Chisholm, L. et al, (1990) (eds.), Childhood, Youth and Social Change: a comparative perspective, Lewes, Falmer Press Coveney, P. (1967) The Image of Childhood; Harmondsworth: Penguin Crang, M., (1998) Cultural Geography, London: Routledge Cunningham, H. (1991) The Children of the Poor: representation of childhood since the seventeenth century; Oxford: Blackwell Environment News Service (ENS). "Poor Design of Built Environment Linked to Sick Kids." 2006. From http://www.ens-newswire.com/ens/apr2006/2006-04-10-02.asp Duncan, J. and Lay, D., (ed.) (1993), place/ culture/ representation, London, Routledge Finch, N., "Physical Activity: Structured Sport vs. Active Play" in Bradshaw, J., (ed.) 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(Ed) Children, Parents and Politics, Cambridge University Press Kenway, J. and Bullen, E. (2001) Consuming Children: education-entertainment-advertising; Buckingham: Open University Press Norwood, George. "Maslow's Hierarchy of Needs". Deeper Mind. 2006. 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