Introduction
The relationships maintained between parents, children, and teachers play a significant role in determining various ways the different parties relate. How parents talk to their children and the channels they use to pass information significantly impact how knowledge is passed from one party. Information sharing is critical in determining how behaviors are developed and how personal interactions are enhanced. As a result, parents and teachers are regarded as among children’s most significant change agents and influencers. The power dynamics that exist between parents and teachers influence the differences in how they interact with children.
In addition, the level of knowledge that the two parties share with children is presumed to considerably control their growth and development. Such aspects give them the ability to express themselves and the courage to address various challenges they may encounter. There is a need to address the power dynamics concerning freedom and control between parents, teachers, and children based on the nature of their relationships.
Discussion
The dominant culture in this study is the culture of freedom and authority practiced between parents and teachers and how much power is used to influence children’s behavior. According to Rogoff (1994), control and release are two critical aspects of learning as they resemble the opposite sides of a pendulum. Such forces, when applied in the classroom and at home, significantly impact children’s learning. Based on the analysis of such factors, parents have more power of control and freedom compared to teachers. This aspect is based on the fact that parents spend more time with children than teachers. Due to this reason, teachers have to choose the best model, child-centred and didactic, to enhance the children’s learning (Rogoff, 1994). Control and freedom play critical in the development of children’s behavior and interaction. Therefore, different theories are applied to ensure that a balance between theory and model is attained to enhance the learning outcomes.
An analysis of the families’ conversations about children’s learning shows a significant gap between their knowledge, control and control, and teachers. Based on a study undertaken by Barron, it was concluded that parental expectations have a more powerful influence on their children’s learning than most structural features at home (Barron, 2009). Such aspects were considered influential through the analysis of features such as the learning stories, which not only provide something to talk about with families but also enhance the expectations of children.
Through the analysis of the relationships that families and their children maintain, it was identified that numerous boundaries exist that take different forms and have cumulative impacts on their learning process (Bipath & Oosthuizen, 2022). In this case, the family’s literary capacities are diverse, significantly impacting the children. Due to the existing power dynamics, such diversities are presumed to make some children vulnerable.
The difference between the lessons children learn in the classroom or early childhood centres and those taught at home significantly impacts their lives. The knowledge that children gain from their families enables them to learn various aspects that are not taught in classrooms. Such knowledge enables children to develop behaviors that allow them to interact with the outside world (Wickett, 2019, Esteban-Guitart & Moll, 2014). Family cultures teach children interpersonal traits that they maintain even into adulthood. For example, the aspects of storytelling that parents share with their children are presumed to teach them how to interact with other members of society (Rogoff, 1994).
The stories cover a wide range of topics and themes that address issues such as relatives, relationships between people and nature, science, and home chores and tasks that make it easy to survive in society. In addition, family knowledge provides the basis for children to learn about the advanced concepts taught in class. Home knowledge is the first knowledge that students are introduced to, and they are exposed to many advanced concepts, bridging knowledge gaps.
Different cultures maintain different values and traditions that form their cultural identity. In such cases, teachers need to acknowledge the differences and develop mechanisms that would enable them to develop their identity (Barron, 2009). In homes, the children can develop language skills that make it easy to use their native languages and strengthen their capacity for learning new dialects. Such aspects are attributed to the fact that home lessons are informal and give the children a specific perspective on a subject. Learning at home provides the children with a strong foundation in aspects such as language, making it easy for them to comprehend the things taught in class (Leija & Fránquiz, 2021). The knowledge gained in families improves their ability to connect with the lessons learned in the classroom positively. Exposing children to classroom learning allows them to advance their skills and gather more subject vocabulary.
The nature of ideas generated in the home setting is limited and inadequate, creating the need to develop a mechanism that would suffice them. Such a factor calls for children’s exposure to more organized learning processes that would enable them to develop an advanced perception that makes it easy for them to connect with the outside world (Gelir, 2019). One of the most valuable ways that can be used to bridge power dynamics between parents, teachers, and children is through the advancement of understanding the idea behind communities of learners (Bipath & Oosthuizen, 2022).
The Communities of Learners concept are assumed to be a learning process in which the participants share a common motivation and goal. In addition, communities of leaders are based on wrong notions, making the participants base their actions on the lessons they have learned from the communities (Carr & Lee, 2012). Such a learning model is perceived as passive, as children learn from novices. The process of acquiring knowledge in a classroom setting is that knowledge shared is unique and neutralizes the concept of learning communities.
Formal learning processes are linked to the development of learning approaches such as focus groups and innovative learning, which break the constraints of early childhood education. The modern classroom includes mechanisms that improve learning processes and knowledge sharing, improving students’ understanding of the various issues surrounding them (Sharma & Mullick, 2020). Diversifying the learning process promotes learning new concepts and technologies and bridges the gap in power dynamics between parents, children, and teachers. Such a process enables teachers to utilize the various funds of identity approaches to promote learning (Carr & Lee, 2012). This aspect is based on the fact that an individual’s identity conveys critical information about themselves regarding beliefs, practices, knowledge, and ideas.
Conclusion
In conclusion, power dynamics between parents, children, and teachers significantly impact how individuals develop their behaviors and interactions. Most studies examining the information shared with children by parents and teachers indicate a considerable knowledge gap. Such differences experienced between lessons children learn in school and at home significantly influence their lives. The cultural backgrounds that children come from make them maintain varied values and traditions which shape their identity. Since such differences lead to diversity among the students and may adversely impact their learning processes, new policies need to be developed. This aspect is based on the fact that information obtained from the family is perceived as inadequate and limited. Therefore, teachers must apply the various formal learning processes, such as focus groups and innovative learning to break the constraints that exit early childhood education.
References
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