Perhaps Bronfenbrenner’s quote is a normal reaction
to the horrifying discoveries regarding research during the Second World War;
however, one cannot discard or ignore the great contributions of research particularly
in the field of early childhood education since the implementation of ethical
research guidelines. For example, in the area of brain development, it is due
to such research that we attribute the huge awakening on the importance of early
experiences and children’s healthy development. As researchers continue to find
the most effective and least invasive ways to involve children in research
through natural settings and observations, our knowledge about young children
continues to grow.
As I continue to read the available literature in
regards to my research topic, understanding death and young children, I came
across a very interesting research article that contributes to our
understanding of children’s cognitive abilities and the concept of death. In a
study conducted by Lazar and Torney-Purta, (1991) examining the development of subconcepts
of death in young children, the researchers found that the subconcepts of
death- irreversibility, cessation, causality, and inevitability- develop
differentially. Furthermore, children first understand the subconcepts of
irreversibility and inevitability before they develop an understanding of
cessation or causality. An interesting part of their study revealed that the
pattern of development of theses subconcepts changes when the referent object
is human versus animals. The implications of such research and findings on
children and their families are great. As Lazar and Torney-Purta state that although
adults are reluctant to discuss the topic of death with their children, when
asked “Do you ever think about death?” 83% of children taking part in the study
said they do. None of the participating children had suffered the death of a
parent or a sibling, yet most children are thinking about death and developing
an understanding of the subconcepts associated with it (1991).
As parents and early childhood educators, we spend
the majority of our time finding ways to protect our children and those we care
for from harm. Yet if research indicates that our children are indeed thinking
about such topics that we may regard as uncomfortable or avoidable, we might be
doing them a disservice by avoiding such topics and a chance of a healthier emotional
development.
References:
Lazar,
A., & Torney-Purta, J. (1991). The development of the subconcepts of death
in young
children:
A short-term longitudinal study. Child Development, 62(6),
1321-1333.
doi:10.2307/1130809
Hi Rola,
ReplyDeleteThank-you for your comments on my Blog, I also think you did an excellent job on yours as well. Since we have similar topics, I really feel like I have gained so much important and vital information from your Blog posts. I really loved the closing comment you made in regards to sheltering and protecting our children. As professionals in the field, and parents at home I think we do go out of our way to try to protect our children, that we sometimes forget that there are some important and relevant issues that we cannot always protect them from, in order for them to grow and develop into happy and healthy, thriving individuals. Great job!!
Sylvia
Hi Rola,
ReplyDeleteI am curious...at what age do children become aware of the concepts of irreversibility and inevitability? Then at what age do they understand of cessation or causality? I agree that we spend a lot of time protecting children and maybe are overprotecting them. Children dress up as ghosts, skeletons and zombies at Halloween, or see decorations depicting these things...I wonder what they think about this?
Barbara