When we can clearly identify our own beliefs around the nature of childhood, it enables us to be more mindful of the ways in which we choose to interact with children. lent way of understanding childhood and is propagated largely
tion to each other. Most people have a view of childhood that
by medical – and to some degree educational – discourse.
contains a number of these perspectives, and our understandings differ one from another as a result of the complex interac-
The Lower Right (LR) quadrant (the exterior-collective,
tions between these perspectives.
inter-objective) might place childhood in a legal framework. There are different definitions depending on the system to
When we can clearly identify our own beliefs around the na-
which one subscribes. Under the principles of Roman-Dutch
ture of childhood, it enables us to be more mindful of the ways
law that are prevalent in the Western world, for instance, we
in which we choose to interact with children. For example, a
come into being as a legal person with our first breath and
parent with a behaviorist orientation, an Upper Right bias,
remain a child until the age of 18, or 21 in some countries, at
will focus her interactions with children upon trying to find
which point we enter legal majority and are expected to take
the best stimuli in the environment to create a desired re-
responsibility for ourselves. Up until then, the law supplies
sponse. A parent with a Lower Right orientation, on the other
special protections, such as not allowing minors to enter into a
hand, will focus upon constructing the right sort of system to
contract without the ratification of their legal guardian. Their
facilitate effective child rearing. a third parent, who is a prac-
criminal liability might also be reduced.
titioner of attachment parenting (UL bias), will be primarily focused on maintaining heart connection and closeness with
The Lower Left (LL) invites us to understand childhood as a
her child. These three approaches may produce very different
social construct that differs from one socio-cultural context to
behaviors in the adult and certainly originate from very differ-
the next. It is fascinating to note that, while on the one hand,
ent thinking. Furthermore, each of them expresses a very im-
children are often told “to be seen and not heard” and seem
portant truth regarding how children develop without a grasp
to be less valuable members of society, on the other, they are
of the bigger picture.
venerated by religions all over the world. I have experienced this in my own work in early childhood education in different cultures. In South Africa, it is acceptable to let children play in the mud, or fall and scrape their knees because it is understood that these activities strengthen not only character but also the immune system. In China, the same behavior would indicate that the adult caring for the child is reckless and incompetent. When one looks at this analysis, it quickly becomes clear that all four perspectives are true and are not necessarily in opposi-
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