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Journal Entry 1: Big Bad Wolf Terrifies Toddlers At Queen Of Hearts Pageant | Toddlers & Tiaras

After watching Toddlers and Tiara’s “Big Bad Wolf Terrifies Toddlers at Queen of Hearts Pageant” I’m feeling disgusted by the portrayal of childhood in the context of beauty pageants. The image of the child is displayed in this video by vulnerability and exploration. Brystol the toddler forced to participate in the pageant, displayed clear signs of discomfort and distress yet her parents dismissed her feelings and continued to force her to participate. This example highlights the effects of adult expectations on children’s choices, denying them agency and autonomy over their own choices. It reflects a pervasive social narrative that prioritises performance and appearance over the wellbeing of the child. This simply contrasts with the principles of Reggio Emilia and the approach to early childhood education, which emphasises as the child is a protagonist of their own learning journey. Children should be able to express themselves by having a choice

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Big Bad Wolf Terrifies Toddlers At Queen Of Hearts Pageant | Toddlers & Tiaras

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Dahlberg, G., Moss, P., & Pence, A. (2013). Beyond quality in early childhood education and care: Postmodern perspectives. Routledge.

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Gandini, L. (1993). Fundamentals of the Reggio Emilia approach to early childhood education. Young Children, 49(1), 4-8.

Gandini, L. (1998). Educational and caring spaces. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach advanced reflections (2nd ed., pp. 233-248). Ablex Publishing.

MacNaughton, G. (2003). Shaping Early Childhood: Learners, Curriculum, and Contexts. Open University Press.

Malaguzzi, L. (1993). For an Education Based on Relationships. Young Children, 49(1), 9-12.

Rinaldi, C. (2006). In Dialogue with Reggio Emilia: Listening, Researching and Learning. Routledge.

Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford University Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

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Journal Entry 2: Wild Girls, Bluey Episode

After watching "Wild Girls" an episode of Bluey, I identified that it was based around imaginative play and the social dynamics among children. Coco wanted to play "Wild Girls" with Indy, which involves a fantasy of living as free-spirited adventurers. However, Chloe wanted to engage in a different game, creating a subtle conflict. The image of the child portrayed here is one of active agency, creativity, and negotiation. The children's ability to navigate social interactions and compromise underscores their inherent competencies and emotional intelligence. This episode highlights the child's innate capacity for complex social and emotional skills, which challenges traditional views that often see children as passive and in need of constant guidance. It suggests that children are capable of making their own decisions and resolving conflicts, reflecting modern educational theories that advocate for child-centered learning environments (MacNaughton, 2003). One of the key ideas from this unit is the recognition of children's agency and the role of play in their development. This episode exemplifies these concepts as it demonstrates how play serves as a crucial medium for children to express their personalities, experiment with social roles, and develop problem-solving skills. The narrative shows that through play, children learn to navigate and influence their social world, supporting Vygotsky's theory of social development, which posits that social interaction is fundamental to cognitive development (Vygotsky, 1978).

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Coco wants to play Wild Girls with Indy, but Chloe wants her to play another game.

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Journal Entry 3: Old People's Home for 4 Year Olds

After watching a couple of episodes of Old People's Home for 4 Year Olds, I understood that children are depicted as agents of change, capable of bridging generational gaps and fostering emotional and social well-being among the elderly. The series challenges the traditional image of the child as a passive recipient of adult knowledge. Instead, it portrays children as active, empathetic individuals whose interactions with the elderly residents lead to mutual benefits. This portrayal aligns with theories in ECE that emphasise the child's role as an active participant in their own learning and development. It also reflects the idea that children can contribute meaningfully to their communities, which is a key concept in sociocultural theories of education (Rogoff, 2003). My reflection draws on several key readings and concepts from the unit. For example, the work of Bronfenbrenner (1979) on ecological systems theory supports the idea that children influence and are influenced by multiple layers of their environment, including social institutions like elderly care homes. Additionally, the series exemplifies concepts from the Reggio Emilia approach, which views children as capable individuals with the right to participate fully in their communities (Malaguzzi, 1993). Reflecting on this series has significant implications for my future teaching practice. It underscores the importance of viewing children as capable and influential members of society. In practice, this means creating opportunities for children to engage with diverse community members and fostering environments where intergenerational learning can take place. By incorporating these principles, I aim to promote a more inclusive and dynamic educational setting that recognises and values the contributions of all age groups.

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A unique social experiment that brings together elderly people in a retirement community with a group of 4-year-olds. Could this encounter between young and old help transform the lives of the elderly?

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Journal Entry 4: An Unschooled Mother Teaching Her Daughter to Question the World

After watching the youtube video, I understood an unconventional approach to education where a mother, herself unschooled, imparts critical thinking and curiosity-driven learning to her daughter. The central image portrayed is one of a child as an active, inquisitive learner rather than a passive recipient of information. This depiction aligns with progressive educational philosophies that emphasise child-centred learning and critical pedagogy. The child in this video is seen as a capable, autonomous individual, embodying the image of the "competent child" described by Malaguzzi in Reggio Emilia approaches (Edwards, Gandini, & Forman, 2012). The child's natural curiosity is nurtured in an environment free from traditional educational constraints, highlighting the idea that children learn best when they are allowed to explore their interests in a supportive setting. This image challenges conventional education norms and supports the view that education should foster independent thinking and creativity. It reflects the ideas of John Dewey, who advocated for experiential learning and the importance of education being rooted in real-life experiences (Dewey, 1938). The mother’s approach also resonates with Paulo Freire's concept of "problem-posing education," where dialogue and questioning are crucial components of the learning process (Freire, 1970). Key ideas from the unit, such as the significance of viewing the child as a capable learner and the impact of the learning environment, are evident in this example. The mother's method illustrates how the image of the child influences educational practices, promoting a more personalised and meaningful learning experience. The video underscores the importance of creating learning spaces that respect and respond to the child's innate capabilities and interests (Rinaldi, 2006).

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Inspirational Short Film - An Unschooled Mother Teaching Her Daughter to Question the World