Sian Chapman

Botanical Literacies in Early Childhood

25 November 2020 by Sian Chapman

In this feature article Kimberley Beasley explores children’s botanical literacies. Kimberley is a Doctoral Candidate at Murdoch University and a WAIER member.

Western Australia has one of the highest numbers of endemic plants and flowers on the planet and is listed as one of only 35 global biological hotspots (Fitzpatrick, Gove, Sanders, & Dunn, 2008). Through my work as a designer of nature playspaces for early years services and schools, I have found that young children appreciate the beauty of plants in their spaces, but they do not know many of the names of the plants or have much botanical knowledge of plants in general. In most cultures, plant knowledge, also known as botanical literacy is traditionally passed down from family members including grandparents and parents.

Botanical literacy is described by Uno (2009) as a type of biological literacy or ecological literacy and it is defined as the knowledge of plants and botany. The information below has been adapted (Uno, 2009) to explain the levels of botanical literacies and the knowledge included in each level.

– Nominal level: Students can identify terms that relate to botany however cannot define or describe the words and may have misconceptions of the terms.

– Functional level: Students can use botanical vocabulary and define terms correctly, but responses may be memorized and not deeply understood.

– Structural level: Students can understand botanical concepts, possess procedural knowledge and skills and can explain concepts well in their own words.

– Multi-dimensional level: Students understand the place of botany and biology as a science, know the nature and history of plants and can explain the interactions between the botanical world and society.

Uno explains that most children internationally sit within the nominal levels of knowledge and understanding and he suggests that it is critical for educators to build literacies in the biological sciences (Uno, 2009).

Other international research has found low botanical literacies or ‘plant-blindness’ is due to social changes on families and the community and this has resulted in less traditional plant knowledge being passed on. Several studies have explained ‘plant blindness’ as becoming more prevalent in both adults and children (Patrick & Tunnicliffe, 2011; Uno, 2009; Villarroel, J. D., Ant n, A., Zuazagoitia, D., & Nu o, T., 2018). ‘Plant blindness’ is the inability to recognise not only plants and their names, but also their importance in the environment and a belief that plants are inferior to humans and animals (Wandersee & Schussler, 2001). The ramifications of a decrease in levels of botanical literacies, and an increase in cases of ‘plant blindness’ is likely to have detrimental effects for efforts in sustainability and the care of our planet.

Many of the early childhood and school environments in Western Australia have an abundance of plants and trees and many are adjacent to bushland and parks. Across Australia, there has also been a dramatic increase in the last 10 years of schools and early learning centres adding nature play spaces to their play and learning environments (Elliott & Young, 2016). The research to date has found overwhelmingly that the benefits of children being and playing in nature are significant (Bruni, Winter, Schultz, Omoto, & Tabanico, 2017; Chawla, 2018; Ritchie, 2017). These benefits include, but are not limited to; healthier children who engage in more physical play, boosted brain development, stronger emotional development and social bonds and more creative play (Wilson, 2018).

However, researchers interested in sustainability in early childhood education are beginning to question if changes to the physical environment are enough to make a difference in increasing children’s connection with nature and deepening childrens understandings of biological literacies, including botanical literacies (Elliott & Young, 2016; Huggins & Evans, 2018). The development of botanical literacy is essential for children to form caring and sustainable beliefs and behaviours about plants and the Earth (Ritchie, 2017).

With an awareness of the importance of endemic plants in Western Australia and developing sustainable practices and plant knowledge in young children, what is the role of the early childhood educator in improving botanical literacies in young children in Western Australia? It has been suggested that connecting children deeply to nature through regular contact with nature and having a knowledgeable and passionate adult role model to demonstrate the connection and share knowledge of plants and the natural world can make a difference to what? (Chawla, 2018).

My present doctoral research project will address this topic through participative action research with 4 early childhood classes in Western Australian Primary Schools. The research will explore the existing levels of botanical literacies in educators and children through a term long project with the classes. The children will explore and learn about the trees and plants on their school grounds and source plant knowledge from community experts and local Indigenous elders to build botanical literacies in young children.

References

Bruni, C. M., Winter, P. L., Schultz, P. W., Omoto, A. M., & Tabanico, J. J. (2017). Getting to know nature: evaluating the effects of the Get to Know Program on children’s connectedness with nature. Environmental Education Research, 23 (1), 43-62. doi:10.1080/13504622.2015.1074659

Chawla, L. (2018). Nature-based learning for student achievement and ecological citizenship. Curriculum and Teaching Dialogue, 20½, R25-176.

Elliott, S., & Young, T. (2016). Nature by Default in Early Childhood Education for Sustainability. Australian Journal of Environmental Education, 32(1), 57-64.

Fitzpatrick, M. C., Gove, A. D., Sanders, N. J., & Dunn, R. R. (2008). Climate change, plant migration, and range collapse in a global biodiversity hotspot: the Banksia (Proteaceae) of Western Australia. Global Change Biology, 14(6), 1337-1352. doi:10.1111/j.1365-2486.2008.01559.x

Huggins, V., & Evans, D. (2018). Early Childhood Education and Care for Sustainabilty; International Perspectives. New York: Routledge.

Patrick, P., & Tunnicliffe, S. D. (2011). What plants and animals do early childhood and primary students’ name? Where do they see them? Journal of Science Education and Technology, 20 (5), 630-642. doi:10.1007/s10956-011-9290-7

Ritchie, J. (2017). Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand). International Journal of Early Childhood, 49 (3), 287-302. doi:10.1007/s13158-017-0198-0

Uno, G. E. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96 (10), 1753-1759. doi:10.3732/ajb.0900025

Villarroel, J. D., Ant n, A., Zuazagoitia, D., & Nu o, T. (2018). Young children’s understanding of plant life: a study exploring rural-urban differences in their drawings. Journal of Biological Education, 52 (3), 331-341. doi:10.1080/00219266.2017.1385505

Wilson, R. A. (2018). Nature and Young Children. New York: Routledge.

Would you like to submit a feature article to WAIER? Contact us – we would love to hear from you!

Emotionless, malleable little ornaments: Is this our image of children?

25 November 2020 by Sian Chapman

In this feature article Dr. Madeleine Dobson and Associate Professor Jenny Jay from the Curtin University School of Education explore the image of the child on social media.

The representation of children matters. When children are represented – whether, for example, in film and television, or on social media – this is not without consequence. These representations hold significance, are steeped in context, and contribute to how we perceive children and childhood. Perceptions of children and childhood inform and influence our relationships with children, across important contexts including parenting, education and care, and research.

In Early Childhood Education and Care, educators and leaders hold and advocate for a strong ‘image of the child’ where children are recognised as unique individuals with capability, agency, and a right to choice and voice. There are many other ways of conceptualising children – we feel this is worthy of exploration, and are curious as to how different conceptualisations may intersect or conflict.

Our current research focuses on the representation of children on Instagram and what image of children and childhood exist in this context. Through a multi-phase approach that includes analysing representations of children by influencer parents and high-profile children’s brands, we are seeking a rich understanding of how the image of the child might be evolving and what this might mean. We are curious about the influences and impacts upon children, families, educators, and communities.

This project stems from curiosities about Instagram as a platform where children are highly visible in a visual and narrative sense. As photos and videos of children are shared, along with stories and commentary, certain ideas emerge regarding who children are and what childhood means. Social communities shape conceptions of children and childhood – we view Instagram as one such social community which has the potential to influence its audience and shape/re-shape ideas about children and childhood.

We also approached this research with mindfulness towards the importance and impact of visual representations. Contemporary culture is described as ‘occularcentric’ where visual imagery is pervasive. Visual representations are imbued with complexities and are situated within histories and hierarchies.

Our research seeks to explore these complexities and ideas around power, choice, and voice in the context of how children are visually represented on Instagram in photos and videos. We have taken a holistic approach which involves examining posts in their entirety – the image/video, tags, caption, and comments – with mindfulness towards the child depicted, the narrative presented, and what conversation stems from this. Key questions we have asked include:

How is the child presented? Are they clothed and styled in a childlike way or an adultified way?
Is the child engaged in an activity or are they still?
Do we see the child’s face? If so, what emotion is conveyed?
Where is focus placed in the caption and comments – on the child’s point of view and experience, or somewhere else?

Emotionless, malleable little ornaments: Is this our image of children? — Image by Bekah Russom via Unsplash

As we have explored Instagram and the many images of children and childhood shared there, we have identified certain tropes that demand examination. These tropes rarely exist in isolation from each other – they are often entangled in the image and its connected components. The tropes include:

Children as emotionless: This was most apparent across the brands we examined. Children are frequently represented as emotionless and disengaged. For example, they are often depicted with a blank expression, and also may be staring out of frame. Were we to observe this behaviour from a child in our care, it would be cause for concern. In the context of brand posts, it seems to be glamourised, and we feel this type of representation lends itself to the adultification of children.
Children as malleable: The malleability of children emerged as a key theme after analysing many posts from parents and brands. Children are often depicted and/or described in ways that imply they are not their own person, and that who they are is subject to the choices of another. For example, children are sometimes depicted alongside their siblings or other family members, styled and posed in precisely the same way. While this makes for an aesthetically engaging image, to see this type of image shared repeatedly raises questions for us around child identity and agency.
Children as objects and ornaments: Objectifying practices have been prevalent in the posts we have examined. Children’s faces may be cropped out with only sections of their body shown – when this is the case, it is often done in the interest of focusing on a product being promoted. In addition to these objectifying practices, children are often depicted as though they are ornamental – they appear like dolls or figurines in their idyllic stillness.

We wonder – what does it mean to be a child represented by others on social media? To what extent do children understand the context of social media and the nature of their own representation? How do children relate to their representation by others, be they family members or brands? What place do these representations hold in their minds and hearts, and what does it mean for their emerging sense of identity and self-image? If children were afforded greater agency to represent themselves from an early age, what shape might this take? And beyond the lived experience for and impact on the children themselves, how does this influence the wider community’s view of and attitude towards children? These questions hold significance for future research, and guide our continuing exploration of the image of the child and its place in social media contexts.

Educators are in a position to make a difference here as they have the opportunity to engage in productive dialogue with children and families. By sharing in dialogue with children and families about our use of social media and how we engage in the representation of self and others, we can arrive at a deeper understanding of these contexts, our engagement with them, and the rights and needs of those we represent.

References

Dobson, M. & Jay, J. (2019). The image of the child re-imagined on Instagram: Provocations and recommendations for educators and families. The Spoke: http://thespoke.earlychildhoodaustralia.org.au/image-child-re-imagined-instagram/

Feighery, W.G. (2012). Editorial. Visual Methodologies, 1(1), 1-2. https://doi.org/10.7331/vm.v1i1.32

Fredrickson, B.L. & Roberts, T.A. (1997). Objectification theory: Toward understanding women’s lived experiences and mental health risks. Psychology of Women Quarterly, 21(2), 173-206. doi: 10.1111/j.1471-6402.1997.tb00108.x

Mannay, D. (2015). Making the visual invisible: exploring creative forms of dissemination that respect anonymity but retain impact. Visual Methodologies, 3(2). https://doi.org/10.7331/vm.v3i2.47

Pauwels, L. (2015). Reframing visual social science: Towards a more visual sociology and anthropology. Cambridge, U.K.: Cambridge University Press.

Vänskä, A. (2017). Fashionable childhood: Children in advertising. Bloomsbury Publishing.

Would you like to submit a feature article to WAIER? Contact us – we would love to hear from you!

Not as simple as ‘no means no’: what young people need to know about consent

12 November 2020 by Sian Chapman

Jacqueline Hendriks, Curtin University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

A recent petition circulated by Sydney school girl Chanel Contos called for schools to provide better education on consent, and to do so much earlier.

In the petition, which since Thursday has been signed by more than 5,000 people, Contos writes that her school

… provided me with life changing education on consent for the first time in year 10. However, it happened too late and came with the tough realisation that amongst my friends, almost half of us had already been raped or sexually assaulted by boys from neighbouring schools.

So, what core information do young people need to know about consent? And is the Australian curriculum set up to teach it?

What’s in the curriculum?

This is not the first time young people have criticised their school programs. Year 12 student Tamsin Griffiths recently called for an overhaul to school sex education after speaking to secondary students throughout Victoria. She advocated for a program that better reflects contemporary issues.

Australia’s health and physical education curriculum does instruct schools to teach students about establishing and maintaining respectful relationships. The resources provided state all students from year 3 to year 10 should learn about matters including:

standing up for themselves
establishing and managing changing relationships (offline and online)
strategies for dealing with relationships when there is an imbalance of power (including seeking help or leaving the relationship)
managing the physical, social and emotional changes that occur during puberty
practices that support reproductive and sexual health (contraception, negotiating consent, and prevention of sexually transmitted infections and blood-borne viruses)
celebrating and respecting difference and diversity in individuals and communities.

Despite national guidance, there is wide variability in how schools interpret the curriculum, what topics they choose to address and how much detail they provide. This is further compounded by a lack of teacher training.

A study of students in South Australia and Victoria, along with repeated nationwide surveys of secondary students, have shown young people do consider school to be a trustworthy source of sex education. But most don’t believe the lessons have prepared them adequately for relationships and intimacy.

They want lessons that take into account diverse genders and sexualities, focus less on biology, and provide more detail about relationships, pleasure and consent.

The national curriculum also stops mandating these lessons after year 10 and many year 11 and 12 timetables are focused on university entrance exams or vocational learning opportunities. This means senior students have limited opportunity to receive formal sex education at a time when they really need it.

So, what should young people know about consent?

The term “consent” is often associated with sex, but it’s much broader than that. It relates to permission and how to show respect for ourselves and for other people. Consent should therefore be addressed in an age-appropriate way across all years of schooling.

The most important point about consent is that everyone should be comfortable with what they’re engaging in. If you are uncomfortable at any point, you have the right to stop. On the other side, if you see someone you are interacting with being uncomfortable, you need to check in with them to ensure they are enthusiastic about the activity, whatever it may be.

In the early years, students should be taught how to affirm and respect personal boundaries, using non-sexual examples like whether to share their toys or give hugs. It is also important they learn about public and private body parts and the importance of using correct terminology.

In later years, lessons should consider more intimate or sexual scenarios. This also includes consent and how it applies to the digital space.

Older students need to learn sexual activity is something to be done with someone, not to someone. Consent is a critical part of this process and it must be freely given, informed and mutual.

Consent isn’t about doing whatever we want until we hear the word “no”. Ideally we want all our sexual encounters to involve an enthusiastic “yes”.

But if your partner struggles to say the word “yes” enthusiastically, it is important to pay attention to body language and non-verbal cues. You should feel confident your partner is enjoying the activity as much as you are, and if you are ever unsure, stop and ask them.

Often this means checking in regularly with your partner.

Young people also need to know just because you have agreed to do something in the past, this does not mean you have to agree to do it again. You also have the right to change you mind at any time — even partway through an activity.

It’s not as simple as ‘no means no’

The most recent Australian survey of secondary school students highlighted that more than one-quarter (28.4%) of sexually active students reported an unwanted sexual experience. Their most common reasons for this unwanted sex was due to pressure from a partner, being intoxicated or feeling frightened.

We should be careful not to oversimplify the issue of consent. Sexual negotiation can be a difficult or awkward process for anyone — regardless of their age — to navigate.

Some academics have called for moving beyond binary notions of “yes means yes” and “no means no” to consider the grey area in the middle.

While criminal acts such as rape are perhaps easily understood by young people, teaching materials need to consider a broad spectrum of scenarios to highlight examples of violence or coercion. For example, someone having an expectation of sex because you’ve flirted, and making you feel guilty for leading them on.

When it comes to sexual activity, we should be clear that:

although the law defines “sex” as an activity that involves penetration, other sexual activities may be considered indecent assault
a degree of equality needs to exist between sexual partners and it is coercive to use a position of power or methods such as manipulation, trickery or bribery to obtain sex
a person who is incapacitated due to drugs or alcohol is not able to give consent
wearing certain clothes, flirting or kissing is not necessarily an invitation for other things.

We should also challenge gender stereotypes about who should initiate intimacy and who may wish to take things fast or slow. Healthy relationships involve a ongoing and collaborative conversation between both sexual partners about what they want.

Consent is sexy

A partner who actively asks for permission and respects your boundaries is showing they respect you and care about your feelings. It also leads to an infinitely more pleasurable sexual experience when both partners are really enjoying what they are doing.

It is important that lessons for older students focus on the positive aspects of romantic and sexual relationships.

They should encourage young people to consider what sorts of relationships they want for themselves and provide them with the skills, such as communication and empathy, to help ensure positive experiences.

More information about consent:

the “Consent is as easy as FRIES” is a useful model
this viral YouTube clip shows how consent is as easy as a cup of tea
the parent resource Talk Soon. Talk Often. provides some ideas on how to start a conversation about consent with your child
Headspace and KidsHelpline also has some useful resources for young people.

Would you like to submit a feature article to WAIER? Contact us – we would love to hear from you!

Is your child anxious about starting school for the first time?

12 November 2020 by Sian Chapman

Dr. Mandie Shean, Edith Cowan University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Starting school is an important event for children and a positive experience can set the tone for the rest of their school experience.

Some children are excited to attend school for the first time, yet others feel anxious. Back to school anxiety is a widely accepted phenomenon, but there is no data on exactly how many children feel anxious prior to starting school.

The data available indicates 6.9% of 4-11 year olds (278,000 children) have a diagnosed anxiety disorder in Australia.

Fear of the unknown

Children can feel anxious about starting school due to uncertainty and a perceived lack of control. In one study, children said they felt shy or scared when they were starting school because they were unsure of their teacher, what was going to happen and where they would put their things.

Children also reported making friends and meeting “scary big kids” as a worry when they were starting school. However, some children were also excited about the possibility of making new friends.

This shows if children perceived the experience as a threat rather than an opportunity, they experienced anxiety.

The stories we tell

When children have not attended school before they rely on their parents’ stories to help them frame their expectations. Research indicates children have increased social anxiety when parents’ stories include a threat in the environment or suggest the child is vulnerable.

Conversely, when parents’ stories include encouragement and suggest the child is competent and can cope, the children have less anxiety.

Related to that is research showing children can experience anxiety due to either excessive reassurance from their parents or overprotectiveness. While excessive reassurance is done to encourage children, it can also communicate to them there is a threat. It can cause children to become reliant on their parents for comfort when they are stressed and believe they are unable to cope alone.

Being overprotective can be due to parents’ own anxiety and insecurities about the school system. Unfortunately, while it is done in love, too much parent control leads to reduced problem solving skills and reduced competence in children. Overprotective parenting can communicate to children they need protecting from a “threat” (school). Children begin to feel anxious unless their parent is there to protect them.

Separation from parents can cause anxiety too. The diagnosis of separation anxiety is characterised by excessive anxiety concerning separation from the home or from those to whom the child is attached. Separation anxiety is normal in children but can be exacerbated by divorce, stress, or the child’s temperament.

What helps children feel less anxious about starting school?

There are several things that can help children — and their parents — feel less anxious about starting school.

Schools can communicate well with parents so they have knowledge about the upcoming processes. When parents know how things work they have reduced anxiety, therefore their child also has less anxiety. Schools can explain where children are dropped off, how long parents can stay, and how they arrange meetings with teachers. If you are a parent, ask for this information if it is not provided.

Parents and schools can provide children with skills and information. This can include positive advice on making friends, where things are located (such as the toilet), and how to access support. Some certainty and control can alleviate feelings of anxiety.

Research shows talking to children about future events and listening to their concerns can alleviate anxiety. This doesn’t mean you bring up potential threats, but address concerns on the children’s mind.

When parents make links between previous positive experiences and starting school, children are less anxious. Parents can remind children of the time they succeeded at swimming when they were nervous, or how they learned their alphabet. These small successes can provide a foundation for children’s school success.

Parents can also provide their child with some control and certainty over starting school. Let children select their bag and stationery. Walk around the school grounds with them. Introduce them to a child in the same year. Some certainty within uncertainty is healthy.

Finally, tell a good story. School can be exciting and filled with great experiences. Frame school as a potentially positive experience and one to look forward to. They may be nervous but they can overcome it.

Children’s books must be diverse, or kids will grow up believing white is superior

12 November 2020 by Sian Chapman

Helen Joanne Adam, Caroline Barratt-Pugh, Libby Jackson-Barrett, and Robert Stanly Somerville

This article is republished from The Conversation under a Creative Commons license. Read the original article.

Global support for the Black Lives Matter movement isn’t only about standing up against the injustice done to George Floyd, or Indigenous Australians in custody. People are also standing up against the entrenched racism that leads to a careless approach towards the lives of people who aren’t white.

Research shows 75% of Australians hold an implicit bias against Indigenous Australians, seeing them negatively, even if this is unconscious. Children absorb this bias, which becomes entrenched due to messages in the media and in books, and continues to play out at school and the broader community.

Making sure children have access to books showing diversity is one step in breaking the cycle that leads to entrenched racism.

Children develop bias from an early age

Children develop their sense of identity and perceptions of others from a very early age – as early as three months old. Because of this, young children are particularly vulnerable to the messages they see and hear in the media and in books.

Research over many years has shown books can empower, include and validate the way children see themselves. But books can also exclude, stereotype and oppress children’s identities. Minority groups are particularly at risk of misrepresentation and stereotyping in books.

First Nations groups are commonly absent from children’s books. Excluding the viewpoints, histories and suffering of First Nations Peoples can misrepresent history, and teach kids a white-washed version of the past.

A world of children’s books dominated by white authors, white images and white male heroes, creates a sense of white superiority. This is harmful to the worldviews and identities of all children.

Sharing stories through books

Evidence shows sharing Aboriginal and Torres Strait Islander stories helps break down stereotypes and prejudice. And this, importantly, helps empower Aboriginal children and improve their educational engagement and outcomes.

But research suggests many classrooms have books that are monocultural literature, and Aboriginal and Torres Strait Islander books are notably absent.

There are some encouraging signs, with an increase in the publication of books by and about Aboriginal and Torres Strait Islander peoples. We are also seeing bookshops and publishers reporting a rise in demand for books on race and racism.

This can also help adults become informed about Australia’s colonial history. Reading these books can help challenge their own unconscious biases and misunderstandings.

The challenge for teachers and parents is to access suitable children’s books and share them with the children in their care. We can use these stories as a foundation for conversations about culture and community.

This can help to drive change and support reconciliation.

Partner Events

12 November 2020 by Sian Chapman

WAIER is proud to share events run by our partners. These may include education events, research events, or other events related to WAIER’s vision and mission.

Stay tuned for updates which will be available on this page and through the WAIER Digest. You can also follow us on social media for ongoing updates.

If you would like to share event details for WAIER to promote, please contact us.

Sian Chapman

References

References

What’s in the curriculum?

So, what should young people know about consent?

It’s not as simple as ‘no means no’

Consent is sexy

Fear of the unknown

The stories we tell

What helps children feel less anxious about starting school?

Children develop bias from an early age

Sharing stories through books

Other ways of sharing diverse stories

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