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Some Theories and Approaches Relevant to OSHC SOME THEORIES AND APPROACHES RELEVANT TO SCHOOL AGE CARE Educators should consider a range of theories and approaches to inform and guide their practice. This knowledge assists educators to develop a professional approach to working with children and helps to develop a deeper understanding of the children they work with, their needs and interests. With this knowledge, they are able to effectively plan for children’s recreation and leisure time. This summary is not an exhaustive list and educators are encouraged to expand on the list of theorists and approaches. Because all theories have strengths and limitations, it is preferable for educators to consider a range of theories rather than relying only on one. The summary is not meant to convey rigid divisions, as some theories have common features, and interpretations of some theories and theorists change over time. For example, Vygotsky contributed to developmental theory, but is now commonly seen as a socio- culturalist theorist. Use the summary to undertake the ‘Try Out’ section of ‘Linking Beliefs and Theory with Practice’ chapter of the Guide, or to stimulate further learning on the subject. Take the time to also read and use the scenarios below to promote discussion. ATTACHMENT THEORY Psychologist John Bowlby was the first attachment theorist, who described attachment as the “lasting psychological connectedness between human beings” (1969, p.194). Bowlby’s main premise was that the earliest bonds formed between children and their caregivers during children’s first years of life have an enormous impact, which continues through life. The feelings of safety and comfort which a child experiences, knowing their mother (or other primary caregiver) is nearby enables the child to explore and interact in the world. Children who feel this sense of secure attachment are more likely to easily develop other relationships and social skills. Mary Ainsworth expanded on Bowlby’s work during the 1970s, coming up with three different styles of attachment: secure attachment, avoidant attachment and ambivalent attachment. Later work by researchers uncovered a fourth category for problems with attachment. Understanding these four different styles of attachment can assist educators when working with children (and adults), as more recent research has confirmed these styles impact on behaviours in later life. Mrs White drops Samantha off at morning school care. She signs her in while Samantha places her bag on the racks outside. Samantha comes back kisses her mother and sits down at the breakfast table as she waves goodbye to her mum who is walking out the door. She starts chatting to her favourite educator, Ashlea at the breakfast table. Simon races in as you hear his mum’s car race off in the distance. He storms across the room as someone tries to say hello to him. He doesn’t respond. He throws his bag outside, and comes back in and pushes into the front of line of an indoor game of handball. The kids yell at him. He yells back and walks over to the couch where he pokes someone. They get annoyed 1 My Time, Our Place Educators’ Guide: Resources CD so he laughs and goes off to find another group. He doesn’t stop to speak to any of the adults who say hello to him. These two children have developed very different patterns of attachment over the years. Bowlby, J. (1969). Attachment and Loss, Vol. 1: Attachment. Basic Books: New York Ainsworth, M. and Bowlby, J. (1965). Child Care and the Growth of Love. London: Penguin Books. BRONFENBRENNER’S ECOLOGICAL THEORY Urie Bronfenbrenner’s ecological theory looks at how a person’s development is influenced by the social context in which they live. It is the person’s perceptions of their interactions with others which determine the learning. Bronfenbrenner’s theory suggests that educators should try to understand how other aspects of a child’s life might be influencing children’s learning and development at the service. This theory suggests that individuals have a microsystem which connects all the various social contexts in their life. A school age child’s microsystem might consist of school age care, her neighbourhood, her family and her school. In all of these environments, the child is interacting directly with other individuals and these interactions have an impact on her development. Bronfenbrenner suggests we should try to develop links with other components of the child’s microsystem. Changes or conflict in any one of the components of the child’s microsystem may cause a ripple effect in the others. Educators also need to be aware of how their own microsystems (such as relationships, family culture and personal values) are affecting what they are doing in the setting. Educators need to recognise that the child’s personality, appearance, and so on may be having an influence on the educator’s own behaviour. Bronfenbrenner also argues we should recognise how societal values affect families, children, and the program planning. We also need to recognise that how the child interprets the educator’s behaviour is as important as what the educator is doing. For example, if we ask children to help plan the snacks for the next week, some children may be keen to contribute, but others may interpret the educator as being lazy in his role and be reluctant to participate. Sam is leaving the school and the state next week, but her family have told her that she is not allowed to tell anyone. How might this impact on her time at school, in after school care and with her friends? Urie Bronfenbrenner (1917-2005) http://www.newworldencyclopedia.org/entry/Urie_Bronfenbrenner 2 My Time, Our Place Educators’ Guide: Resources CD PIAGET Ben is five and has lost his lunch box...again. The educator has asked him to go back to all the places he has come from to look for it. He seems to bumble around not knowing what to do. Then the educator remembers that at five years old, he is not at the developmental stage yet where he can think in reverse – only in one direction. So she takes him by the hand and they systematically walk around to all the areas where he might have left his lunch box. Piaget theorised that children’s cognitive development passes through a series of stages (as outlined in the table, below). While all children will go through all of the stages, they will go through them at their own pace. Knowing how each stage influences a child’s thinking can help educators interact appropriately, and provide more appropriate learning experiences for them. Children in school age care settings can cover a wide age range and we cannot expect children of different ages to behave or think in the same way. For example, until around age seven, when a child reaches concrete operations, he can only think in one direction. He lacks reversibility in his thinking. Therefore, according to this theory, it does not make sense to ask a five year old to re-trace their steps to find their missing lunch box – they (most likely) haven’t reached that stage of development. Pre-operational children are also egocentric and only see the world from their own perspective. They can’t take in others’ perspectives yet. As children enter the concrete operations stage they can reason better and follow the logic of games with rules. Children reach the formal operations stage at around age 11, which is marked by the ability to think logically and in hypothetical terms. Children at this age can engage in deep debating such as ‘Is it wrong to steal food if your children are starving?’ Developmental Stage Approximate Ages Description Sensorimotor Birth to 2 years Children construct an understanding of their world through sensory experiences and physical actions. Preoperational 2 years to 7 years Children use their understanding of language and symbols to help construct their knowledge of the world. Concrete Operational 7 years to 11 years Children are able to reason logically in real-life situations and use their understanding of logical reasoning to help construct their knowledge of the world. Formal Operational 11 years and older Children and adults are able to reason logically when dealing with abstract concepts and use abstract thinking to help them construct their knowledge of the world (both ideal and real). 3 My Time, Our Place Educators’ Guide: Resources CD MASLOW’S HIERARCHY OF NEEDS Abraham Maslow was the leader of the humanistic psychology movement of the 1950s and 1960s and was interested in what motivated individuals and the link between this motivation and their social, emotional and cognitive development. The theory suggests that individuals are motivated by a hierarchy of needs and that the lower needs must be met before the individual can move on to the higher level needs. According to his theory, everyone goes through the stages at his or her own pace. Andrew has just got out of a long boring school day (for him anyway). He was kept in at lunchtime to complete his unfinished homework and he is hungry and grumpy and looking forward to running around. He comes into after school care and is asked by the educators to sit down and be silent while they call the roll. He gets annoyed and yells and swears at a younger child next to him who accidently trod on one of his fingers while sitting down. What needs does Andrew have that aren’t being met well in this scenario? 4 My Time, Our Place Educators’ Guide: Resources CD ERIKSON’S PYSCHOSOCIAL THEORY OF DEVELOPMENT The focus of Erik Erikson’s psychosocial theory is on social and emotional development.
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