Marianne N. Bloch

The development of sex differences in young children's activities at home: The effect of the social context

Randomly scheduled spot observations of 83 zero to six-year-old American middle-class children were used to investigate factors affecting the development of sex differences in young childrens activities in and near their home. Sex and age differences in childrens typical play and nonplay activities and in the people with whom they did activities were examined. The results showed that there were fewer sex differences in childrens activities, activity partners, and general social settings than expected. Girls spent more time engaged in housework and school-related activities than boys, while boys spent more time in social gross motor play with other children and in self-care activities than girls. Children spent a surprisingly large amount of their time with members of their immediate family — particularly their mother and one other sibling. Boys and girls did not differ, however, in the time they were in settings or doing activities with their father, with their mother, or with same-or mixed-sex child groups.

Governing Teachers, Parents, and Children through Child Development Knowledge

Herbert Zimiles’ article in this issue of Human Development has helped me rethink some earlier arguments in which I questioned the unique and ‘foundational’ importance of child development and psychological knowledge in teachers’, parents’ and, particularly, though not exclusively, young children’s education [Bloch, 1992; Bloch & Popkewitz, 1998; Bloch & Popkewitz, in press; Popkewitz & Bloch, in press]. My earliest questioning accepted the methodologies and implications of the scientific research approaches most commonly used in child development and developmental psychology research but asked for greater acceptance and attention to alternative ways of thinking, including other disciplinary knowledge (e.g., anthropology, sociology, history, political economics, philosophy2 and methodologies (e.g., qualitative and ethnographic research, action research, teacher narratives, oral history, autobiography, and so on). Most important, I suggested those interested in the child, childhood, and early childhood education should look at different critical and postmodern theoretical traditions that would allow us to ask questions differently, look at research as both a subjective and political activity, look at policy and practice in new ways, and, finally, examine the very constitution of knowledge and truth in other ways [Bloch, 1992].

The Whitings’ Concepts of Culture and How They Have Fared in Contemporary Psychology and Anthropology:

This article presents a brief intellectual biography of John and Beatrice Whiting, followed by an examination of five key ideas that they put forward to the fields of psychology and anthropology through their theoretical and empirical writings. These key ideas are (a) the assumption of the psychic unity of humankind, (b) the cultural learning environment, (c) the psychocultural model, (d) the synergistic relationship of the disciplines of psychology and anthropology, and (e) the role of mothers as agents of social change through child-rearing roles as well as through various other ways they guide change in the communities and learning environments of their families and children. The authors provide readers with an introduction to several aspects of the Whitings’ contributions to social science and an evaluation of the Whitings’ enduring intellectual legacy.

Conceptions of play in the history of early childhood education

The purpose of this paper is to examine some of the original reasons for the introduction of play as an important component of the early childhood curriculum. The paper focuses on the late nineteenth and early twentieth century debates among educators and other professionals who were modifying kindergarten and early childhood curriculum theory and practice. This period was selected because the rationale and materials for play that are still current today were introduced into early childhood programs at this time. By analyzing the socio-historical context of play during this important period, the authors attempt to describe the original theories for play and play materials and to show the relationships with current theories; in addition, the historical analysis points out several remaining important questions concerned with play in early childhood programs that were raised in the early twentieth century that educators still need to address for the twenty-first century.

Play and school work in the kindergarten curriculum: Attitudes of parents and teachers in Thailand

The purpose of this study was to examine parents’ and teachers’ attitudes about play and work activities in early childhood programs in Thailand. Eighty-one parents and thirty-eight teachers in ten kindergartens in Bangkok completed two sets of questionnaires: a demographic background questionnaire and a two-choice play-academic activity attitude questionnaire #opJohnson, 1983#cp. It was found that #op1#cp teachers were more favourable toward play than parents; #op2#cp parents in public schools were more favourable toward play than parents in private schools; and #op3#cp educational backgrounds were positively related to attitudes toward play.

A Cultural History of “Readiness” in Early Childhood Care and Education: Are There Still Culturally Relevant, Ethical, and Imaginative Spaces for Learning Open for Young Children and Their Families?

According to several recent national and international reports, improving children’s “readiness” to enter kindergarten and first grade is now one of the most pressing issues around the globe just as in the US early childhood policy and practice (Copple & Bredekamp, 2009; OECD, 2006). According to a recent UNICEF report, the term “school readiness” has been variously theorized and discussed in three dimensions: “children’s readiness for school; schools’ readiness for children; and the readiness of families and communities to help children make the transition to school” (UNICEF, 2012, p. 2). In this chapter, we use these international and national reports as a starting point to speak about how to think about the history of “readiness” for school. And, clearly, as we think globally, we must think about all the children who are not in school, too—where prenatal and postnatal nutrition and the health status of the mother and family are an important part of readiness for life. In addition, the growth of global inequalities and of poverty across and within nations reminds us that readiness for school is only one part of a very large and complex set of issues.

gender, work, and child care crossing borders in the life and work of Sally Lubeck

The focus of this article is on the themes of gender, work, and child care as they have been addressed in much of Sally Lubecks work, in an attempt to understand her trajectory, and her diverse messages to us. In reading her work for this article, key themes stood out that focus our attention on Sally Lubecks continuing fight for better public funding for child care/early education in the USA, and for a positive family policy that supports all families, particularly single mothers and their children in the United States. Her research attention was also focused on the wisdom expressed in local cultural systems, by parents and teachers, as well as within societal contexts where care and education for all families and children are prioritized.