Young children are often shielded from discussion of topics or issues that are considered to be too “adult” for them. We assume that they should not hear certain things however, these issues may still directly affect them. Identify some issues which adults typically feel children should be protected. Try to disrupt your thinking—how might you engage in dialogues with children about these issues? Are there ways of ensuring their participation in making decisions about matters that concern them?

Read the short case study that follows. Using Bronfenbrenner’s Ecological Systems theory, decide what elements or relationships might fit in each of Mohamed’s “systems.”  What are some tensions that need to be resolved and actions the teacher might take to ensure Mohamed’s full participation in the class?

Mohamed, five years old, immigrated to the United Kingdom with his family from Syria three years ago. The family fled Syria during the war and lived for a year in a refugee camp. Finally, they received visas to come to the United Kingdom. They do not have any other family there: family members are scattered around Europe and North America.

Mohamed attends kindergarten every morning and is at home with his mother and three younger siblings in the afternoons.  He has twin brothers who are three years old and a one-year-old sister. When Mohamed is home, he usually entertains his brothers and sister; playing with them and helping them. His mother doesn’t have a car so she doesn’t go out much during the week. His mother was a lawyer and his father was a doctor back home. However, they have decided that she will stay home. In their home country, women are not expected to work once they have children, though they can do so if they choose. His father has worked nights as a taxi driver since arriving in the UK in order to support their large family.  When they can, they send money to his sister who is living in Egypt. Every morning Mohamed’s father attends English classes at a local community college. When he is home, he is usually sleeping or doing his English homework. His boss frequently makes him work overtime. Although the family is busy, they have made connections to the Middle Eastern community through their mosque. They sometimes attend community events and celebrations on the weekends, and never miss going to the mosque on Fridays. Mohamed attends classes at his mosque every Saturday to study the Koran. He can now recite long passages by heart in Arabic.

Mohamed’s kindergarten teacher tries her best to work with Mohamed, but feels she doesn't get any support from home. When she calls, no one answers or calls her back. His parents never come to the school for parent teacher conferences or school events. She is worried about his progress in school because all he seems to want to do is play. He doesn’t seem to recognize any letters of the alphabet. When he brings back the home reading books, they are often damaged. Mohamed’s parents are accustomed to a school system where parents encourage their children to be respectful and listen to the teacher. They would never go to see the teacher because they believe education is the job of the school. They don’t want to be seen as disrespectful by asking questions of the school or the teacher.  The report cards are difficult to understand, but seem to state he is doing well. For his part, Mohamed enjoys school and gets along well with his classmates. He doesn’t usually have contact with classmates outside of school, such as going to play dates or birthday parties. However, Mohamed doesn't understand why his teacher seems upset with him.