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ECE368 Childhood: Global Perspectives SUSS Assignment Sample Singapore

ECE368 Childhood: Global Perspectives is an interdisciplinary course that provides a critical examination of the global implications of childhood. This course focuses on theoretical and practical aspects of the socialization, development, and health of children in various cultural contexts around the world. Special attention is given to the interaction of international, intercultural, and intra-ethnic dynamics in shaping children’s health and development. By the end of the course, students should acquire the necessary knowledge and skills to analyze the unique cultural, legal, political, and economic milieu in which children are raised, as well as develop strategies to address issues related to childcare policies at a local and global level.

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Here, we will describe some assignment activities. These are:

Assignment Activity 1: Examine changes in childhood in relation to societal changes and expectations.

Childhood has undergone significant changes throughout history, particularly in relation to societal changes and expectations. In this response, I will examine some of the major changes in childhood that have occurred over time and the societal factors that have influenced them.

  1. Family structure: The traditional nuclear family, with a breadwinner father and a stay-at-home mother, was the norm in the past. However, in recent decades, the prevalence of single-parent households, blended families, and dual-income households has increased. These changes have led to a shift in the role of children in the family and in society as a whole.
  2. Education: Education has become more important in modern society, and children are now expected to attend school and achieve certain academic standards. The length of compulsory education has also increased, and children are expected to spend more time in school than they were in the past.
  3. Play: Play has always been an important part of childhood, but the nature of play has changed over time. In the past, children were expected to work and contribute to the family’s survival from a young age. However, as society has become more affluent and child labor laws have been enacted, children have had more time to engage in play and leisure activities.
  4. Technology: Technology has had a significant impact on childhood in recent decades. Children today have access to smartphones, tablets, and other electronic devices that were not available in the past. This has changed the way children interact with each other and the world around them.
  5. Parenting: Parenting styles have also evolved over time. In the past, children were often raised with strict discipline and little emotional support. Today, many parents emphasize emotional support and open communication with their children.

Assignment Activity 2: Discuss the strengths and limitations of the UNCRC assumptions about young children.

The United Nations Convention on the Rights of the Child (UNCRC) is an international treaty that sets out the civil, political, economic, social, and cultural rights of children. The UNCRC is based on a set of assumptions about young children that shape its provisions and recommendations. While these assumptions have some strengths, they also have some limitations. Here are some of the strengths and limitations of the UNCRC assumptions about young children:

Strengths:

  1. Children are individuals with their own rights: The UNCRC recognizes that children are not just passive recipients of care and protection but active individuals with their own rights. This assumption has helped shift the focus from the needs of children to their rights, and it has been a crucial step in advancing children’s rights globally.
  2. Children are competent: The UNCRC assumes that children are competent and capable of making their own decisions. This assumption is based on the idea that children have their own unique perspectives and experiences, and they should be involved in decisions that affect their lives. This assumption has helped empower children and promote their participation in decision-making processes.
  3. Children need special protection: The UNCRC recognizes that children are vulnerable and need special protection from abuse, neglect, and exploitation. This assumption has helped create a legal framework for protecting children’s rights and ensuring that they are not subjected to harm or violence.

Limitations:

  1. Children are not a homogenous group: The UNCRC assumes that all children have similar needs, interests, and experiences. However, children are a diverse group with different backgrounds, cultures, and circumstances. This assumption may overlook the unique needs and experiences of specific groups of children, such as those living in poverty, with disabilities, or in conflict zones.
  2. Children’s agency is limited: While the UNCRC assumes that children are competent and capable of making their own decisions, it also acknowledges that children’s agency is limited by their age and developmental stage. This limitation may limit children’s ability to fully participate in decision-making processes that affect their lives.
  3. Children’s rights are often not realized: The UNCRC assumes that children have certain rights that should be protected and promoted. However, in many parts of the world, children’s rights are not realized due to lack of resources, political will, or cultural barriers. This limitation underscores the need for continued advocacy and efforts to promote children’s rights globally.

Assignment Activity 3: Illustrate ways in which childhood is shaped by global and local contexts.

Childhood is shaped by a variety of factors, including global and local contexts. Here are some ways in which these contexts can influence childhood:

  1. Socioeconomic conditions: Children growing up in different parts of the world may experience vastly different socio-economic conditions, which can have a profound impact on their childhood. For example, children living in poverty may experience food insecurity, limited access to education, and limited opportunities for play and socialization.
  2. Cultural values: The cultural values of a particular society can also shape childhood experiences. For example, some cultures may emphasize the importance of obedience and respect for authority, while others may prioritize individualism and self-expression.
  3. Family structure: The structure of families can also vary widely across different cultures and communities. For example, in some societies, extended families may play a central role in raising children, while in others, nuclear families may be more common.
  4. Education systems: The quality and accessibility of education can also vary greatly across different contexts. In some places, children may have access to high-quality education that prepares them for successful futures, while in others, the education system may be underfunded and ill-equipped to provide children with the knowledge and skills they need.
  5. Technology: Advancements in technology have had a profound impact on childhood experiences around the world. Children growing up in areas with limited access to technology may not have the same opportunities to learn and explore as those who have access to the latest gadgets and software.
  6. Climate and environment: The physical environment can also shape childhood experiences. For example, children growing up in areas prone to natural disasters may experience trauma and stress, while those living in more stable environments may have more opportunities for outdoor play and exploration.

Overall, childhood experiences are shaped by a complex interplay of global and local factors, and understanding these factors is essential for creating policies and programs that support the healthy development of children around the world.

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Assignment Activity 4: Analyse a centre’s curricular and pedagogical choices in relation to childhood diversity and the UNCRC.

When it comes to analyzing a center’s curricular and pedagogical choices in relation to childhood diversity and the UNCRC, it’s important to look at how they approach both inclusion and respect for children’s rights.

Firstly, the UNCRC (United Nations Convention on the Rights of the Child) lays out a set of fundamental rights that all children are entitled to. This includes the right to education, non-discrimination, and participation in decision-making processes that affect their lives. A center that is committed to the UNCRC would make sure that these rights are respected and upheld in all aspects of their program.

When it comes to curricular choices, a center that values childhood diversity would prioritize creating a program that reflects the various backgrounds, cultures, and experiences of the children in their care. This may involve incorporating stories, songs, and materials from diverse cultures, as well as creating opportunities for children to learn about and celebrate their own unique identities. A center that values diversity would also be mindful of potential biases in its materials and activities, making sure that they do not perpetuate harmful stereotypes or exclude any groups of children.

In terms of pedagogical choices, a center that values childhood diversity would prioritize creating an inclusive and respectful learning environment. This may involve teaching children about empathy and respect for others and modeling positive behaviors that value diversity and inclusion. It may also involve creating opportunities for children to learn from each other and engage in collaborative activities that promote understanding and acceptance of differences.

Finally, it’s important to note that a center that is committed to childhood diversity and the UNCRC would also prioritize involving families in their program. This may involve creating opportunities for families to share their cultures and traditions with the center, as well as creating open lines of communication and involving families in decision-making processes that affect their children.

Overall, a center that values childhood diversity and the UNCRC would prioritize creating a program that is inclusive, respectful, and empowering for all children.

Assignment Activity 5: Propose strategies to include the child’s voice within the centre.

Including the child’s voice within the center is essential for promoting their development and creating a child-centered environment. Here are some strategies that can be used to include the child’s voice within the center:

  1. Encourage Communication: Encourage children to communicate their ideas, feelings, and thoughts through various means such as drawing, writing, or verbal communication. Listen actively to what they have to say, and respond appropriately to show that you value their input.
  2. Provide Opportunities for Choice: Provide children with opportunities to make choices such as selecting the activities, materials, and learning centers they want to engage in. This will give them a sense of control and help them feel empowered.
  3. Create a Child-Centered Environment: Make sure that the environment is designed with children in mind. This means having age-appropriate materials and equipment that promote exploration, discovery, and creativity.
  4. Involve Children in Planning and Decision Making: Involve children in planning and decision-making related to the activities, events, and programs that take place at the center. This will give them a sense of ownership and responsibility, and help them feel more connected to the center.
  5. Foster Relationships: Foster positive relationships between children, staff, and families to create a sense of community within the center. This will create a supportive environment where children feel comfortable expressing themselves.
  6. Use Feedback: Use feedback from children to improve the center’s programs, activities, and environment. This will demonstrate that their input is valued and can lead to improvements that benefit everyone.

Overall, including the child’s voice within the center involves creating an environment that is child-centered, promoting communication, providing choice, involving children in decision making, fostering relationships, and using feedback to improve the center’s programs and environment.

Assignment Activity 6: Plan learning experiences for children from diverse backgrounds.

When planning learning experiences for children from diverse backgrounds, it is important to keep in mind that each child has unique experiences, strengths, and challenges. It is important to create an inclusive environment that celebrates diversity and promotes a sense of belonging for all children. Here are some strategies for planning learning experiences for children from diverse backgrounds:

  1. Understand the cultural background of each child: Take the time to learn about the cultural backgrounds of each child in your classroom. This will help you to better understand their experiences, values, and beliefs, which can inform your teaching and create a more inclusive learning environment.
  2. Incorporate diverse perspectives into your teaching: Use a variety of materials, such as books, videos, and artifacts, that showcase diverse perspectives and experiences. This can help children develop empathy and understanding for others, and can also expose them to new ideas and cultures.
  3. Create opportunities for children to share their experiences: Encourage children to share their own experiences and perspectives with the class. This can help build relationships among students and promote a sense of belonging.
  4. Use inclusive language: Be mindful of the language you use in the classroom, and make an effort to avoid language that may be exclusionary or offensive. For example, use gender-neutral language and avoid making assumptions about cultural practices or beliefs.
  5. Incorporate hands-on and experiential learning: Children from diverse backgrounds may have different learning styles and preferences. Incorporating hands-on and experiential learning activities can help engage children and accommodate a variety of learning styles.
  6. Collaborate with families and community members: Engage with families and community members to better understand the cultural background and experiences of each child. This can also help create a stronger sense of community within the classroom.

By incorporating these strategies, you can create a more inclusive and welcoming learning environment that supports the learning and development of all children, regardless of their background or experiences.

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