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((Observe routines and interactions: Look at how children and educators…
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Analyse service culture: Think about policies, schedules, and values and how they shape everyone’s experiences.
Consider inclusivity: Habitus can unintentionally reproduce social inequalities, so reflective practice helps ensure all children feel supported.
Habitus in ECEC is the hidden framework of habits, values, and expectations that shapes how educators teach and children learn. Nolan & Raban (2015) suggest understanding habitus helps educators reflect on their practice, challenge assumptions, and create more inclusive and intentional learning environments.
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Understanding the Social Capital, Cultural Capital, and Economic Capital in ECEC services
To understand power, educators need to:
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See children as having agency, not just being shaped by adults.
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Social Capital
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• Social capital refers to the relationships, networks, and support systems families have.
• Families who are new, isolated, or lack support may feel less confident or have fewer opportunities to participate.
Cultural Capital
• Cultural capital includes the languages, values, skills, traditions, and ways of communicating that families bring.
• Some forms of cultural capital are valued more in ECEC (e.g., English language, “school-ready” behaviours).
• When educators only value one cultural norm, other families may feel misunderstood or judged.
Economic Capital
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• It affects access to quality care, food security, stability, and learning opportunities.
• Economic disadvantage can limit participation, but it should never be seen as a deficit in the child.
Post-structuralist theory says that power in ECEC is created through everyday language, labels, and routines, not just through people “in charge”
When educators talk about “normal development” or use terms like “children at risk,” these labels are not neutral. They can put some children in a higher position and others in a lower one. This creates hierarchies and can make some children seem “less than.”
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