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Assignment 3: Personal Self- Reflection on Cultural Influences on Child Development

Anu Sehgal

School of Community Studies, Bow Valley College

ELCC1301: Child Development

Sheryll Facundo

December 14, 2024

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Personal Self - Reflection on Cultural Influences

I was born and raised in a small town in India nested in majestic Himalayan mountain

range. India is a country characterized by its vast cultural, linguistic, and religious diversity, and

these factors have an unimaginable impact on parenting styles, educational approaches, and how

children are viewed by the society. With the context that language in India changes every few

kilometers, any generalization regarding culture needs to be done with a cautious lens. The

perception of children varies across different regions, communities and families, but there are

certain common threads prominent throughout the society and Hindu culture that my family

practiced. Scholars of religion typically understand the term “Hindu philosophy” to mean the

aggregate of philosophical views that share a connection to certain core Hindu religious texts,

such as the Vedas (Ganapathy‐Coleman, 2013). In the culture that I grew up in, children are

viewed as a gift from the god and central part of the family unit. Having a new child in the

family changes all the dynamics and all the chores and daily activities are re-conditioned to meet

the needs of the newborn.

Children are considered as someone who would carry the family traditions and values

further. Participation in rituals and ceremonies helps the children to develop emotional

commitment, and behaving in culturally appropriate ways on daily basis reinforces their

convictions (Dhruvarajan, 1993). Hence, they are consciously encouraged to participate in

religious and cultural events. This belief is particularly strong in Hindu culture, which my family

practiced. The oldest child in the family is expected to shoulder higher proportion of

responsibilities among the siblings. Being in that position, I had first hand experience of

witnessing how my family expected me to be most responsible, high achiever, and be a good role

model for my younger siblings.

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My culture gives lots of focus on children learning life skills quite early in their lives. As

soon as I turned 12, my mother began teaching me to on household chores, after I completed my

school assignments. My mother supported my education by helping me with my studies whereas

my father drove me for outdoor activities like swimming, cycling, and badminton. Family

mealtime traditions are among the most cherished aspects of my childhood. Dining together at

the table was a daily ritual where my brother and sister shared stories about our day without the

distraction of television. These moments fostered a deep sense of connection and open

conversation. Weekends were often spent at local relative’s place where parents would spend

hours talking about how children were performing academically.

In my family, education has been considered as an inexcusable priority. The culture

linked academic standing of the children with the parenting success. My father had to leave his

education quite early in his life due to my grandfather’s early demise. This strengthened his

desire to ensure that his children got opportunity to complete their educational journey to

whatever extent our interests and skills allowed us to. Having seen my father working long hours

to generate means for the family, I implicitly received the lessons on the importance of hard

work and perseverance.

Another important aspect of my culture that applies even today is regarding children

respecting their elders. Children in the family including me were taught that due to life

experiences, elders in the family are in better position to decide what is right or wrong and

children are expected to show respect to their opinions. It was customary to greet elders with

folded hands and a bow (a.k.a. Namaste) as a sign of respect. This respect extended beyond the

immediate family to include teachers, neighbors, and community elders, reinforcing the idea that

“It takes a village to raise a child.”

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The cultural norms around festivals also affect socialization experiences for young

children. During festivals such as Diwali and Navaratri, our home would be filled with relatives,

laughter, and the aroma of traditional Indian food. Children helped prepare for rituals by

decorating the house, creating rangoli (intricate floor patterns made with colored powder), and

reciting prayers alongside elders. These festivals were not just moments of joy but opportunity to

learn about our cultural heritage and values.

I had my children after I immigrated to Canada, the culture that I am raising them though

is rooted in Hindu beliefs but is not exactly same as the one I was raised in. I feel there are

certain great things in Canadian culture due to which I strive to blend the best of both worlds. I

continue to cherish the collective values I grew up with, such as the importance of family and

respect for traditions. At the same time, I appreciate the emphasis to encourage children to

express themselves freely, make independent decisions, and pursue their interests from an early

age, customary to Canadian culture.

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Representation of Childhood in My Cultural Context

In the context of my upbringing, children are perceived and viewed as “Bal-Roop”

(innocent and divine forms of God). This perspective emphasize that children are pure form of

God and must be nurtured with care and guidance. The children in early stages of life are

considered as proverbial lump of clay while their parents play the role of a potter, who will shape

them into a beautiful ceramic ware. The children are considered to be capable to maintain that

beautiful shape from thereon. The family plays a central role in shaping the child’s identity,

focusing on respect, obedience, and community engagement.

This representation aligns closely with a collectivist culture, where the child is seen as an

integral part of the family and community. Unlike individualistic cultures that often prioritize

autonomy and self-expression, Hindu culture in India encourages children to grow within a

framework of inter-dependence and mutual respect (Trawick-Smith, 2018). The image of the

child representative of my childhood is one of inquisitive, capable, and deeply rooted in family

values, yet guided by elders for moral and emotional growth.

My cultural experiences shaping my Image of the Child

My experiences with the culture and traditions growing up in India significantly

influenced my perceptions about the image of the child. The following aspects resonate with

imagining children both as a learner and a contributor within a family-centered system.

1. Children as mighty Learners

In my family, children were encouraged to learn through observation

and active participation in daily life. For example, helping with

household chores during festivals or learning traditional practices like

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prayers instilled in me the values like responsibility and cultural

continuity. This aligns with Flight framework which describes child as a

mighty learner (Alberta's early learning and care framework, 2014) and

Vygotsky's theory of learning through social interaction (Raj, 2017).

2. Children as Meaningful Contributors

Respect for elders was a foundational value in my upbringing. As

children, we were taught to show respect to other family member’s

opinions, assisting with tasks, and adhering to traditions and customs.

This sense of contribution fostered belongingness and responsibility,

which according to me is essential in my image of the child.

3. Children as Holistic Beings

Hindu culture emphasizes that human body, mind, and spirit are

interconnected in their growth and development. Practices like yoga

and meditation are intentionally introduced during childhood with goal

to nurture these aspects. I strongly believe that children thrive when

their emotional, physical, and spiritual needs are addressed

simultaneously.

In conclusion, my cultural upbringing has had a profound impact on my emotional and

cognitive development. Growing up in a supportive environment that balanced love and

discipline, I learned to express myself freely while understanding the importance of boundaries

and responsibility. Having studied in a boarding school with children from diverse backgrounds

not only contributed to my language development but also enhanced my cognitive and social
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skills. With both parents playing active role in my upbringing strengthened my sense of security

and intellectual development. Reflecting on my childhood, I realize that the balanced and

supportive environment created by my parents and siblings laid a strong foundation for my

growth. These dynamics had a pivotal impact to shape my beliefs, character, and behavior that

continue to influence my role as a spouse, parent, and a member of the community.

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References

Trawick-Smith, J. W. (2023). Early childhood development: A multicultural perspective. Pearson

Education.

Ganapathy‐Coleman, H. (2013). Raising “authentic” Indian children in the United States:

Dynamism in the ethnotheories of immigrant Hindu parents. Ethos, 41(4), 360–386.

https://doi.org/10.1111/etho.12029

Dhruvarajan, V. (1993). Ethnic Cultural Retention and Transmission Among First Generation

Hindu Asian Indians in a Canadian Prairie City. Journal of Comparative Family Studies,

24(1), 63–79. https://doi-org.bowvalley.idm.oclc.org/10.3138/jcfs.24.1.63

Alberta’s early learning and care framework. Flight. (2014). https://www.flightframework.ca/

Raj, S. (2017). Parenting in the Indian context: Insights into Hindu traditions

and values. Journal of Early Childhood Education, 28(4), 456-468.