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As Maslow stated, if we are unable to meet lower levels of our needs, we will not be able to obtain self-actualization. Each need must be met before the next, physiological comes first, then safety, then social, then ego, and then once all of those are met, we can have self-actualization. Some people may not all of the first four needs in their life-time let alone reach self-actualization.

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. The need to survive and reproduce.
. The need to belong and love.
. The need to gain power.
. The need to be free.
. The need to have fun.

According to Glasser, if these are not met, children are unable to thrive.

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Piaget's Four Stages of Cognitive Development 

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Piaget's Four Stages of Cognitive Development 

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. Infancy (Age 0-2): Sensorimotor development.
---> Learn through senses
---> Form language, develop habits
---> Distinguish between "me" and "not me"
---> Communicate Symbolically
---> Distinguish between self and other objects.
---> Object permanence
---> Trial and error problem solving

. Childhood (Age 2-7): Pre-operational development.
---> Not able to conserve in problem solving
---> Greatest language growth
---> Trial and error problem solving (one stimulus at a time)
---> Classify objects
---> Difficulties with reversible thinking
---> Learn in ascending order
---> Egocentric thinkers
---> Mental images, imagination, and symbolic thought
---> Understand simple rules

. Preadolescence (Age 7-11): Concrete.
---> Conversation skills
---> Reversible thinking
---> Difficulty with abstract reasoning
---> Appreciate views of others
---> Concrete aids for learning
---> Logical thought
---> Less egocentric
---> Rules as more changeable
---> Distinguish reality from fantasy
---> Greater capacity for concentration and memory
---> Understands distance equals rates times time

. Adolescence through adulthood (Age 11+): Formal
---> No need to manipulate objects to solve problems
---> Abstract thought and scientific experimentation
---> Understanding and applying ethical and moral principles
---> Self-reflective thought
---> Empathetic understanding
---> Sense of that is best for society

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Armstrong , T. (n.d.). The Best Schools: How Human Development Research Should Inform Education Practice.

Baruth, L.G., & Manning, M.L. (2012). Multicultural counseling and psychotherapy: A lifespan perspective (5th ed.). Upper Saddle River, NJ: Merrill.

Ehrenhalt, J. (n.d.). Spotlight: Responding to children's bereavement during the COVID-19 pandemic. Learning for Justice. Retrieved July 29, 2022, from https://www.learningforjustice.org/?gclid=EAIaIQobChMI8qrH6L6c-QIVxBB9Ch01DQYzEAAYASAAEgLSO_D_BwE

From the American Academy of Pediatrics. HealthyChildren.org. (n.d.). Retrieved July 29, 2022, from https://www.healthychildren.org/english/Pages/default.aspx?gclid=EAIaIQobChMIgvimsL6c-QIVfcLCBB0xjwv2EAAYASAAEgLQXPD_BwE

Henderson, D. A. (2015). Chapter 9 . In C. L. Thompson (Ed.), Counseling Children (9th ed.). essay, Cenage Learning.

Home. Child Trends. (2022, July 27). Retrieved July 29, 2022, from https://www.childtrends.org/

Maslow, A. (1970). Motivational and personality (2nd ed.). New York: Harper & Row.

NCCP. (n.d.). Retrieved July 29, 2022, from https://www.nccp.org/

Our mission and Vision - CACF - Coalition for Asian American Children + families. CACF. (n.d.). Retrieved July 29, 2022, from https://www.cacf.org/mission-and-vision
Piaget, J., & Inhelder, B. (1969). The psychology of the child. New York, NY: Basic Books.

Robyn M. Holmes is Professor of Psychology and Associated Faculty member in the History and Anthropology Department at Monmouth University. Her research on children's experiences and activities explore play and culture. (2021, February 15). What role does culture play in Shaping children's school experiences? OUPblog. Retrieved July 29, 2022, from https://blog.oup.com/2021/02/what-role-does-culture-play-in-shaping-childrens-school-experiences/

Roffey, S. (n.d.). School as family: Education aligned with Healthy Child Development. Sue Roffey: School as Family: Education aligned with healthy child development. | TED Talk. Retrieved July 29, 2022, from https://www.ted.com/talks/sue_roffey_school_as_family_education_aligned_with_healthy_child_development

Selman, R.L. (1980). The growth of interpersonal understanding. New York, NY: Academic Press.

TEDtalksDirector. (2013, February 27). Sugata Mitra: Build a school in the cloud. YouTube. Retrieved July 29, 2022, from https://www.youtube.com/watch?v=y3jYVe1RGaU

TEDtalksDirector. (2016, November 28). How america's public schools keep kids in poverty | kandice sumner. YouTube. Retrieved July 29, 2022, from https://www.youtube.com/watch?v=7O7BMa9XGXE&t=1s

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Selman's Stages of Friendship and Perspective Taking 

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Selman's Stages of Friendship and Perspective Taking 

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. Stage 0: Momentary playmates
---> Ages 3-7

. Stage 1: One-way assistance; social informational perspective
---> Ages 6-12

. Stage 3: Intimate; mutually shared relationships; third-party perspective
---> Ages 9-15

. Stage 4: Autonomous interdependences; societal perspective taking
---> Beginning at age 12

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National Center for Children in Poverty 

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National Center for Children in Poverty 

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Putting Research Into Action to Improve Lives

We aim to improve the lives of low-income children and their families by delivering our research to advocates and policymakers seeking to craft effective policies that promote healthy child development, and strong, nurturing families that are economically secure.

We delve into issues that contribute to child poverty and make sure our ideas reach those in a position to make meaningful change that reduces the number of families experiencing hardship.

Our Recent Publications and Resources

Our research sheds light into all areas of children and their families who are living in poverty, covering early childhood education, public benefits, paid family leave, immigration, disability, and mental health.

Get Answers to Your Questions

Explore Infant-Early Childhood Mental Health Policies

This project promotes efforts to achieve positive outcomes for infants and young children by highlighting research-informed IECMH state policies and scaled initiatives. It features exemplary IECMH policies and scaled initiatives, research summaries that offer evidence supporting the use of each strategy, and related tools and research publications.

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Putting Research Into Action to Improve Lives We aim to improve the lives of low-income children and their families by delivering our research to advocates and policymakers seeking to craft effective policies that promote healthy child development, and strong, nurturing families that are economically secure.

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Kandice Sumner: How America's public Schools Keep Kids in Poverty 

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Kandice Sumner: How America's public Schools Keep Kids in Poverty 

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How America's public schools keep kids in poverty | Kandice Sumner

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Focus of Each Level of School (Armstrong, 2016)

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Focus of Each Level of School (Armstrong, 2016)

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Early Childhood Education

---> Play

Elementary Education

---> Learning how the world works

Middle School

---> Social, emotional, and meta-cognitive development

High School

---> Preparing to live independently in the real world

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Southern Poverty Law Center Teaching Tolerance 

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Southern Poverty Law Center Teaching Tolerance 

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To understand the complexities of the present, we must connect with the hard history of our country's past. And we can learn about that honest history outside the classroom-in museums and field trips-because "No educator can accurately map out the whole landscape of our history alone. We are all stronger when we traverse the terrain together."

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Education Aligned with Healthy Child Development 

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Education Aligned with Healthy Child Development 

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Sue Roffey: School as Family: Education aligned with healthy child development.

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Healthy child development includes the drive to discover, become independent, be active, connect with others and have fun. When schools promote an environment that fosters positive development, all pupils are more likely to thrive. Education that mirrors the best of family life puts wellbeing at its heart and includes learning to be and live together as well as knowledge and skills.

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CACF - Coalition for Asian American Children + Families

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Coalition for Asian American Children and Families (CACF) is the nation's only pan-Asian children and families' advocacy organization bringing together community-based organizations as well as youth and community allies to fight for equity for Asian Americans and Pacific Islanders (AAPI).

CACF's mission is to advocate for equity and opportunity for marginalized AAPI children and families. We are building a community too powerful to IGNORE.

Our vision is for all children and families, including Asian Americans and Pacific Islanders, in New York City to be safe, healthy, and able to reach their full potential in life.

CACF believes in:

✓ The importance of long-term and on-going commitment to ensuring the health and well-being of our children and families;

✓ An equity and social justice orientation/lens in everything we do;

✓ Policy and advocacy goals and strategies that are community informed;

✓ Operating collaboratively with our members, partners, stakeholders, and supporters; and

✓ Promoting a movement for community change that builds and mobilizes a broad base of progressive community leaders.

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Our Mission and Vision - CACF - Coalition for Asian American Children + Families

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Coalition for Asian American Children and Families (CACF) is the nation's only pan-Asian children and families' advocacy organization bringing together community-based organizations as well as youth and community allies to fight for equity for Asian Americans and Pacific Islanders (AAPI). CACF's mission is to advocate for equity and opportunity for marginalized AAPI children and families.

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HealthyChildren.org - From the American Academy of Pediatrics

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Baruth and Manning (2012) Key Parts of Multicultural Counseling 

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Baruth and Manning (2012) Key Parts of Multicultural Counseling 

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1. Interventions should be sensitive to clients' backgrounds, time of life, gender, perspectives, and sexual orientation

2. Counselors plan for differences during the counseling process

3. Counseling is culturally bases, both the counselor and the client have their own worldviews and cultural perspectives

4. Clients bring their concerns based on their cultural and ethnic backgrounds, as well as their life person, gender, and sexual orientation perspectives

5. Counselors and clients may have different perceptions of the counseling process and of the outcomes of treatment

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Sugata Mitra: Build a School in the Cloud 

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Sugata Mitra: Build a School in the Cloud 

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Sugata Mitra: Build a School in the Cloud

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What Role Does Culture Play in Shaping Children's School Experiences?

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What Role Does Culture Play in Shaping Children's School Experiences?

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One way to think of culture is as a context in which we learn and develop. We share, live, perform, and experience culture through our participation in daily activities, customs, and routines with social others. Culture helps us make sense of our social worlds and shapes our actions, thoughts, and feelings. For example, culture plays a role in the way we experience emotions, construct our self-concepts, and learn and problem-solve.

With increasing migration and the movement of people in the twenty-first century, many children in the US and worldwide are attending school in formal settings where cultural norms and practices at home may conflict with those children encounter at school. This experience places children in the position of having to navigate two different social worlds-home and school. One broad question we can explore is: "what role does culture play in shaping children's school experiences and academic success?" Let's visit three specific areas: parental beliefs and socialization practices, teacher perceptions, and school curricula and children's learning.

Parental beliefs and socialization practices

Parental expectations, beliefs, and attitudes about education shape children's academic experiences. Many parents in diverse cultural communities view education as a path to future success. For example, as a group many Asian and Asian American children attain academic success. What role does culture play in these outcomes? Chang notes that as a group, Chinese and Taiwanese parents place a high value on education. Kim and Park note the same is true for Korean parents. Parenting approaches in these communities highlight training and disciplining children, parent self-sacrifice, and devotion to children. Parents believe perseverance and hard work is the key to success and socialization practices reinforce these values and traits. These cultural practices help children internalize the values their parents place upon education and behaving according to social norms. Children acquire these values and are loyal, appreciative, and dedicated to their parents for their support and encouragement. In part, they attain academic success to honor their parents and the broader social groups to which they belong.

Teacher perceptions

Teachers play an important role in children's academic success too. What practices work best to motivate children to do well at school? The answer depends upon numerous factors. For example, many teachers will be entrusted with educating children who may not share their cultural heritage. How might this cultural mismatch shape children's school experiences and potential for academic success?

Most American school practices reflect dominant, mainstream American values, norms, and behavioral scripts. For most European American children who value independence and uniqueness, teacher praise and rewards can be highly motivating. However, for children who come from families that value humility and modesty, receiving praise in front of classmates might be an uncomfortable interaction.

Student engagement norms are another example. Many American teachers using a mainstream cultural lens, connect active student engagement with student attentiveness. Yamamoto and Li noted that for many Asian and Asian American students, knowing when to be quiet is a desirable skill which caregivers socialize their children to acquire. Teachers using mainstream, American cultural values and norms may perceive quiet students as disengaged and inattentive. These perceptions impact children's motivation to learn and academic success.

School curricula and children's learning

Dominant, mainstream American values tend to permeate curricular and teaching practices. Many American schools promote individual learning and problem-solving approaches rather than group or collaborative problem-solving strategies. The focus upon individualized learning connects to the cultural ideology of individualism and the independent self. These approaches promote the self as separate and unique from social others. Many European American children participate in cultural practices and routines that reinforce this worldview and values.

However, many Latinx and indigenous children participate in cultural practices and activities at home that value group and collaborative problem solving. These practices connect to the cultural ideology of collectivism and the interdependent self. At home children participate in practices and routines that emphasize the importance of the group, especially family. Thus, there is a disconnect between the approaches at home with the practices and routines the child encounters at school. Consequently, many of these children often have difficulty reaching their maximum potential in classrooms that promote individual problem-solving skills. Why does this happen and does this necessarily have be the outcome?

For many children from cultural heritages that promote collectivist values and an interdependent cultural model of the self, the cultural practices in which the child participates at home may conflict with those the child encounters at school. Often, teachers are unaware of these sources of conflict. However, this conflict between home and school does not need to impede students' success or invalidate the child's cultural heritage. One solution is for schools to meet students halfway and bridge the gap between the two contexts.

Two fine examples are The Bridging Cultures Project designed to assist immigrant and indigenous children in the US and the Kamehameha Early Education Program (KEEP) designed to assist native Hawaiian children. Both programs highlight how helping teachers become more aware, respectful, accepting, and inclusive of all their students' cultural values and goals shapes children's motivation and academic success at school.

Final thoughts

Numerous cultural forces connect to children's school experiences and academic achievement. These include parental beliefs, socialization practices, and cultural worldviews. Cultural values, practices, and ways of learning at home both shape and connect to children's formal school experiences. Educational initiatives such as The Bridging Cultures Project and KEEP highlight the importance of cultural compatibility and connectedness in fostering children's active engagement in school. Acknowledging and incorporating cultural knowledge, patterns, and ways of learning at home when they disconnect with those at school is one important way to ensure all children's academic success.
Featured image: School children in India, by Richard Veit

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What role does culture play in shaping children's school experiences?

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With increasing migration and the movement of people in the 21st century, many children are attending school in formal settings where cultural norms and practices at home may conflict with those children encounter at school. This experience places children in the position of having to navigate two different social worlds-home and school.