Cultural Heritage & Parenting HPW 3C Lesson 2

What is Cultural Heritage? Canada is a multicultural nation. By its formation, bilingualism and multiculturalism have helped to define what it means to be Canadian. Canadians are folks with diverse cultural heritages and this continues to be an important part of the Canadian identity.

Where are your roots? Please come and put a star on the board projected map for every place where your family may roots. You may place as many stars as you like.

Map of the world http://www.justmaps.org/

Culture The elements of culture also include the following: your ethnic group, religion, language, values, attitudes, and beliefs. Culture shapes a person’s personality and view of the world. Everyone is influenced by his or her own culture and of those around us; therefore, culture adds character to a community and uniqueness to individuals. Because of this, child-rearing can be described as a “cultural activity”. Even though there may be many approaches to child-rearing, all cultures the world over share common expectations for their children.

Key Question Suggest 5 such common expectations children have for their children regardless of culture. An example of such an expectation would be that their children must be educated.

What is Cultural Heritage? How cultural heritage and its meaning is interpreted in families and social groups differs widely throughout Canada. Parents are the first people to transmit their culture to their children. Sometimes this can happen even before they are born. The specific expectations they have for their children, their religious beliefs, the practices they follow, all have a cultural importance

What is Cultural Heritage? The essence of a person (individual level) Learned characteristics, beliefs, attitudes The behavioural patterns, arts, beliefs, and institutions of a group of people. (group level) Customs (practices) passed through generations Cultural Heritage determines your level of comfort in diverse situations “Culture is simply how one lives and is connected to history by habit ”

Key Question List the many ways in which child-rearing is a “cultural activity”?

Transmitting Cultural Heritage to Children 1. Language: Mother language (first language) is the earliest dimension of cultural contact Studies have shown that there are cultural variations in the communication sounds of babies. Children are sometimes provided with additional schooling in a language of their heritage (i.e. Hebrew School, Greek School) Religions often have their own languages or elements of language (used for rituals, prayers, etc)

Transmitting Cultural Heritage to Children 2. Food: Food is closely linked to cultural identity. The touch, sight, smell, taste, (sound) become familiar and comforting. 3. Visual Learning: Rituals, art, and the performance of general tasks become ingrained at an early age. 4. Parenting Customs: Naming: androgynous* name vs gendered name Respect: for parents, for elders, for authority Boarding school vs living at home Playing games together vs parental observation *having both male and female characteristics. Could be a boy’s name or a girl’s name

Brief Cultural Outline Create a profile of yourself based on the cultural elements we have discussed so far. Outline 5-10 traits of your personal culture. If possible, suggest where you may have “acquired” these traits. GO!

Culture Determines Comfort Level (quotations from “Parenting in Canada: Human Growth and Development”) “If you were a girl from a culture in which female children and women were not allowed to run, how comfortable would you feel when asked to run four times around the school track in a physical education class?” “If you were a boy from a culture in which boys and men were discouraged from crying, how comforable would you be if you were moved to tears by a significant emotional event like a memorial service…?”

We may say the same thing differently (language)…

Cultural Heritage and Authority Parental Authority: Patriarchy: male dominance (common, and often rooted in religious belief) Matriarchy: female dominance (Asian and African tribes) Egalitarian: shared authority between adults What type of parental authority is most prevalent (common) in Canada?

Cultural Heritage & Rules for Behaviour Overt: clearly stated, “In this family, bedtime is 10pm.” “We don’t hit.” “Stealing is wrong.” Covert: implied, or understood, without being explicitly stated. avoiding interrupting people giving someone their space (personal bubble) expressing friendliness to strangers or not references to people: sir/miss, brother/sister, dude

Overt vs. Covert Rules in your Family Identify 3 Overt rules and 3 Covert rules that you learned while growing up. We will discuss these in a moment…

Discipline Styles Three main styles: 1. Authoritarian: strict rules, harsh punishments, demand obedience 2. Permissive: children set their own rules, lighter punishments 3. Democratic (New Approach): something b/w authoritarian and permissive parents and children work together to set rules and consequences Q) Which style is used in your home? Q) Which method works best? Why

Diana Baumrind Clinical and developmental psychologist Developed the idea of parenting styles e.g. Authoritarian, Authoritative, Permissive (happy medium) (too strong) (too weak) Controversially, Baumrind has concluded that spanking a child as a form of discipline (when done in the context of authoritative parenting, not authoritarian) does not produce a detrimental effect. However, there is little or no evidence to suggest that it produces a positive outcome.

Baumrind's Criteria Responsiveness: degree to which a parent responds to a child's emotional need. Demanding-ness: extent to which a parent expects mature and responsible behaviour.

Baumrind's Parenting (discipline) Styles Demanding Undemanding Unresponsive Authoritarian: Demanding, but not responsive Very high expectations, and harsh punishments for poor outcomes Limited explanation of rules or consequences Compliance, respect and obedience is demanded Negligent: Undemanding and unresponsive Low level of involvement and little warmth and care No expectations, and little consideration for emotional needs Basic needs are still provided Responsive Authoritative: Both demanding and Responsive Here, much is expected, but with a benevolent approach Parents encourage maturity and responsibility: expect much, but give ample freedom Consequences are consistent, well-explained, and not particularly harsh. Permissive (indulgent): Undemanding but responsive Few behavioural expectations for children Parents are still closely involved in child's life Mild consequences and few rules

Discipline Strategies 1) Be firm and Kind 2) Apply consequences 3) Redirect 4) Ignore mis-behaviour and acknowledge positive behaviour 5) Say “Yes” if possible 6) Teaching problem-solving skills 7) Call a “break”

Scenario 1: Cruel Exclusivity Ana and Roberta, both six years old, are playing with Lego at a day-care centre where you are a volunteer. Carrie comes up to them and asks if she can play with them. You overhear Roberta say, "Go away! We don't like you!"

Scenario 2: Zzzzzzoo-keeper You are an elementary teacher and have invited a zookeeper to speak to your class. Most of the students are eight years old, and they are very excited to hear what she has to say. The children begin to fidget after 30 minutes and not pay attention, despite the speaker being animated and having props. The speaker is clearly frustrated that the children are losing their focus.

Scenario 3 boarreed Tammy and Joanne are setting up a board game. You hear them argue about who will go first. Joanne tries to take the board game away and when Tammy resists, the board is ripped in half and all the pieces scatter on the floor. They each blame the other and call each other mean names.

Scenario 4 Ahhhhh! While playing soccer, James and Lisa get into an argument about the rules of the game and it looks like they are about to hit each other. When you approach them to diffuse the situation, they direct their anger at you, telling you to leave them alone, that you don’t know anything. They continue to act hostile towards each other.

Scenario 5 Push & shove Repeatedly and deliberately, Pierre keeps knocking down June’s blocks. June gets angry and throws a wooden block, which hits Pierre and cuts his forehead.