If the notion of social construction or historical consititution is to be fully understood then it is important that we think about how something can be a social construction. The best way to do that is to engage in critical reflection. The model of critical reflection to be used in this course is the Cirlces of Change Model Noble, Macfarlane & Cartmel (2005) - Deconstruct, Confront, Theorise, Think Otherwise.
Looking at childhood from an historical context offers some insight into how the concept of childhood has been preceived over time. However, at the same time there is a great deal of uncertainity about what consitutes childhood now as well as in the past. We can see there are many continuities in our thinking about childhood and what it means to be a child but also a considerable amount of change. It is important to integrate knowledge and understandings from a number of perspectives to help you understand how you think about and work with children and their families in contemporary Australian society. Using the Cirlce of Change model it is hoped that student's will begin to unpack their own perceptions about what consititues childhood and what it means to be a child today, confront 'taken-for-granted' notions of childhood, and consider different perspectives in order to think otherwise in your work with children and families.
Readings:
Bowes, A., Grace,R.& Hayes, A. (2012). The role of context in children's development. In Bowes, J., Grace, R. & Hodge, K. (Eds) Children, families and communities. Contexts and Consequences. South Melborne: Oxford University Press.
Developing skills of thinking otherwise and critical reflection. (in digitalised readings)
