Study Guide in ECED 107 Social Studies in Early Childhood Education Module No.

STUDY GUIDE FOR MODULE NO. 3

SOCIAL RESPONSIBILITY
MODULE OVERVIEW

As your child makes friends, shares materials and attention, and takes turns, they will develop social skills
they need for life. Rules and routines are learned and children become more independent, beginning to take
responsibility for what they do at school. They develop ways to express feelings positively and to show
respect and caring for others.

Being socially responsible means behaving ethically and with sensitivity toward social, cultural, economic
and environmental issues. Striving for social responsibility helps individuals, organizations and governments
have a positive impact on our society.

MODULE LEARNING OBJECTIVES

At the end of this module, you should have:

1. demonstrated understanding of social responsibility to promote celebration of diversity;
2. advocated acceptance of diversity in the classroom;
3. discussed about environmental issues; and
4. demonstrated being a socially responsible citizen of the Philippines.

CELEBRATING DIVERSITY

Everything we think, say, and do is processed through our own cultural backgrounds. But because culture
is absorbed and passed down from generation to generation rather than explicitly taught, we’re seldom aware
of it.

Culture shapes not only our values and beliefs, but also our gender roles, family structures, languages,
dress, food, etiquette, approaches to disabilities, child-rearing practices, and even our expectations for
children’s behavior. In this way, culture creates diversity.

Cultural Diversity and Teachers

For teachers, it is essential to see and understand your own culture in order to see and understand how
the cultures of children and their families influence children’s behavior. Only then can you give every child a
fair chance to succeed.

Think about your own upbringing. How did your family’s expectations affect what you did? Were your
parents, siblings, and other relatives close or distant? Were they strict, lenient, or somewhere in between?
Were your school’s expectations any different? All of this, and more, plays a part in how you view the
behavior of the children you teach.

These ideas lie at the heart of NAEYC’s position statement Advancing Equity in Early Childhood
Education. Its guiding principles include

 Recognizing that “self-awareness, humility, respect, and a willingness to learn are key to becoming a
teacher who equitably and effectively supports all children and families”
 Developing a strong understanding of culture and diversity
 Understanding that “families are the primary context for children’s development and learning”

One major takeaway from the position statement is that early childhood educators must support
consistently warm and caring relationships between families and their children, respect families’ languages
and cultures, and incorporate those languages and cultures into the curriculum, their teaching practices, and
the learning environment.

MS. LEI XANDRA MEI B. BALMACEDA TEACHER EDUCATION DEPARTMENT 1

 Study Guide in ECED 107 Social Studies in Early Childhood Education Module No. 3

Cultural Diversity and Young Children

Children bring their own set of culturally based expectations, skills, talents, abilities, and values with them
into the classroom. And they begin to develop their self-concept (at least in part) from how others see them.
To form positive self-concepts, children must honor and respect their own families and cultures and have
others honor and respect these key facets of their identities too. If the classroom doesn’t reflect and validate
their families and cultures, children may feel invisible, unimportant, incompetent, and ashamed of who they
are.

Many people, including educators, have long believed it is better to act colorblind and/or “cultureblind”—
that is, to not acknowledge color or culture. But research has shown that this artificial blindness keeps us from
recognizing, acknowledging, and appreciating important differences. Worse, it may lead to unintentional bias
toward or disrespect for those who are different from us.

We know now that acknowledgments of color and culture are essential for legitimizing differences. Color
and culture make each one of us special and enable us to offer unique gifts and opportunities to groups we
are part of. At the same time, color and culture help children learn about each other and the world. In short,
color and culture enrich classrooms.

To appreciate what each child can contribute to the class, teachers need to learn about each family’s
cultural values. Helping children to see themselves in your pedagogy, curriculum, environment, and materials
enables them (and their families) to feel welcomed and valued.

Take a look around your classroom.

 Does the artwork on the walls accurately reflect the children’s lives, or are the walls covered with
store-bought, stereotypical images?
 Why not have the children create their own posters with their own artwork, things from home,
and photos families can supply?
 Are labels (and other child-focused texts) repeated in each child’s home language, or are they in
English only?
 Why not forge connections and support children’s learning by asking family members to help
children use their home languages throughout the room?

It’s important to see cultural and linguistic differences as resources, not as deficits. As NAEYC’s equity
position statement puts it, “Children’s learning is facilitated when teaching practices, curricula, and learning
environments build on children’s strengths and are developmentally, culturally, and linguistically appropriate
for each child.”

The Difference between Equitable and Equal

Equal is not the same as equitable. Every child in your group has different needs, skills, interests, and
abilities. Equal would mean giving all children the same activities, materials, and books. Equitable means
ensuring that you consider each child’s strengths, context, and needs and provide all children with the
opportunities that will support them in reaching their potential.

It’s crucial to recognize the inequities that children and their families face—in school and out. The position
statement reminds us that “dominant social biases are rooted in the social, political, and economic structures.
Powerful messages—conveyed through the media, symbols, attitudes, and actions—continue to reflect and
promote both explicit and implicit bias.”

How Cultural Diversity Shapes Behavior

Your culture and the children’s cultures aren’t the only cultures at work in your classroom. Every school
and early childhood education program has a culture too.

MS. LEI XANDRA MEI B. BALMACEDA TEACHER EDUCATION DEPARTMENT 2

Th
 Study Guide in ECED 107 Social Studies in Early Childhood Education Module No. 3

Children who find themselves in an unfamiliar environment—such as a classroom that reflects a culture
different from their home culture—are likely to feel confused, isolated, alienated, conflicted, and less
competent because what they’ve learned so far in their home culture simply doesn’t apply. They may not
understand the rules, or they may be unable to communicate their needs in the school’s language.

Rethinking Challenging Behavior

Because your responses to children’s conflicts and challenging behavior are culture bound, it is all too
easy to misinterpret children’s words or actions. The next time a child seems defiant, ask yourself, Is that
behavior culturally influenced? Could I be misunderstanding the child’s words or actions?

Culture also defines personal space, including how much space feels appropriate in the block area, at
circle/meeting time, and in the dramatic play area. In some cultures, children feel comfortable playing close to
one another; in others, the same space may feel claustrophobic and lead children to hit or shove a playmate
who seems too near. Similarly, you may stand too close or too far away, depending on children’s cultures.

Culture Counts

There are many rewards for teachers who take culture into account. You can form authentic, caring
relationships with children and families; build connections between what children already know and what they
need to know; select activities, materials, and instructional strategies that honor children’s cultures and life
experiences; and teach children the skills they need to succeed in a global society.

LEARNING ACTIVITY 1

A. Encircle the Diversity words in the table. Words can be forward, backward, up, down, and diagonal. Then
complete the missing words underneath.

D B Q C U L T U R E K I R E I
F I E L E M F E S C C I G N Q
Y A S T I P W S H N I C M Y T
V S O C I M Y D N A G A Y U R
D I V E R S I T Y T I N Q R G
H Y S E X I S M O P D R Y I P
N S I F Q C M O D E S I Q N L
E U F S R A S I G C R D I C A
O M P M J R O E N C P E H L D
H Y F P U L G E F A T N T U U
G Z T B X B P K N R T T T S F
K D I Z V Y S K D K H I A I I
Z R Z N I W Z G M Y O T O O I
C W R M F O J D F G Y Y D N Q
X Y B B J A U F C L A H R F I

1. being different: _ _ V_______T _

2. understanding everyone is unique and recognizing our differences: _ _ _ E _ _ _ N _ _

3. preferring one type of person over another and often treating them better______S

4. different parts that make you who you are: _ D _ _ _ I _ _

5. believing that one sex (male/female) is better than another: _ E _ I _ _

6. a group of people with similar race, language, beliefs, food, way of life and other things: _ _ _ T _ _ E

7. believing that one race is better than another______I _ M

MS. LEI XANDRA MEI B. BALMACEDA TEACHER EDUCATION DEPARTMENT 3

Th
 Study Guide in ECED 107 Social Studies in Early Childhood Education Module No. 3

8. treating others badly because they’re different: _ I _ _ _ _ M _ _A _ _ _ N

9. an assumption used to describe a group of people: _ T _ _ _ O _ _ _ E

10. making other people feel welcomed and involved: _ _ _ _ U _ _ _ N

LEARNING ACTIVITY 2

“Diversity”

Diversity is important
Because we are all unique
Life would be boring if we were all the same
Everyone is one of a kind
And special in our own way
Like the colors of the
rainbow

A. Now it’s your turn! Write your own poem that expresses the beauty in diversity or differences. Then draw a
picture to go along with it.

BECOMING ENVIRONMENTALLY AWARE

Kids nowadays are quite inquisitive and always ready with a “why” or “how” when being taught something
new. It is in the first few years of a person’s life that we learn new concepts quickly. Children can speak a new
language easier and more naturally than an adult. A child’s brain is like a sponge. It soaks up all the
information it receives. Schools have a responsibility towards future leaders - not just teaching them how to
read and write, but also educating them about environmental awareness.

Here are a few ideas on how to cultivate environmental awareness in schools.

What is environmental awareness?

Environmental Awareness is about being aware of the environment. This refers to all flowers and animals
and includes all marine and wildlife. The planet is currently facing an increasing number of environmental
challenges, which include climate change, global warming, droughts, water scarcity, floods, and pollution.
Children, as early as possible, should be aware of the environmental issues we’re facing.

How can schools teach environmental awareness?

Schools must lead the conversation. environmental awareness should be a part of the curriculum in all
schools. This will encourage young people to engage in their environment to protect it and can help
communities become more environmentally aware.
Some practical tips schools can adopt:

MS. LEI XANDRA MEI B. BALMACEDA TEACHER EDUCATION DEPARTMENT 4

Th
 Study Guide in ECED 107 Social Studies in Early Childhood Education Module No. 3

 Introduce the 3 R’s: reduce waste, reuse resources, and recycle materials
 Organize tree planting days at school and tell them why trees are important to the environment
 Encourage children to switch off all appliances and lights when not in use
 Ensure taps are closed properly after you have used them and use water sparingly

How can teachers lead by example?

Most people remember things that people did more than what they said. Teaching children what it means
to be environmentally aware is important but it will have a more lasting impact if teachers can lead by
example.

 For teachers, when you see litter, pick it up even if it’s not yours. Those little eyes might be watching
you.
 Start a recycling system in your classroom and show the children how to use it and recycle their
things.

How can schools help spread the word?

Schools should encourage parents to share their environmental knowledge to their kids at home. It would
be a good idea to let the children practice at home doing small tasks like picking up their trash and throwing
the garbage, or teaching them to turn off the faucet when they’re brushing their teeth or washing their hands
with soap and not let water run down, or shut off the lights when they’re done using them. This will help them
be more knowledgeable about environmental issues.

LEARNING ACTIVITY 3

A. Create a Video presentation on how to make a recycled DIY crafts for kids (at least one). See
https://youtu.be/ZQxJ1yyTl5Q.

SUMMARY

Social responsibility is a value orientation, rooted in democratic relationships with others and moral
principles of care and justice, that motivates certain civic actions. Given its relevance for building stronger
relationships and communities, the development of social responsibility within individuals should be a more
concerted focus for developmental scholars and youth practitioners. During childhood and adolescence, the
developmental roots of individuals' social responsibility lie in the growth of executive function, empathy and
emotion regulation, and identity. Efforts to cultivate children and adolescents' social responsibility in the
proximal settings of their everyday lives should emphasize modeling prosocial behaviors, communicating
concerns for others, and creating opportunities to practice civic skills.

REFERENCES

https://www.canr.msu.edu/news/encourage_responsibility_in_young_children
https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behavior
https://www.greenschoolsalliance.org/blogs/60/628
https://www.researchgate.net/publication/51858309_The_Developmental_Roots_of_Social_Responsibility_in_
Childhood_and_Adolescence

MS. LEI XANDRA MEI B. BALMACEDA TEACHER EDUCATION DEPARTMENT 5

Th