Introduction – Core ideas and aims
The aim of the presentation was to critically examine the concept of overprotection of
children, which underpins the assumption and dominant construction that children are
vulnerable. It interrogates the assumptions educators and caregivers may hold in relation to
this view. In a sense, to be a child in the modern Western world is to be under surveillance.
Hence, children are watched by their parents to ensure they are safe and to encourage
them to adopt good behaviour. In addition to this teachers feel they must also take on this
role to enforce classroom rules and to maintain discipline and adult order (Steeves & Jones,
2010). Research shows that because of the adult fear related to safety, young children have
little freedom from adult supervision. Evidence suggests that because of this surveillance
the autonomy and independence of the child becomes limited (Cobb, Danby, & Farrell,
2005). This has negative implications for the child’s growth and development in all cognitive
domains. As a result it is important that early childhood educators are aware of the
controversial issue of overprotection and the images that socially construct childhood
(Fleer, 2004). This awareness will allow educators to advocate for children and their
subsequent welfares (Holland, 2004).
Brief overview of presentation and goals
The presentation aimed to critically analyse the concept of adult surveillance through the
question; will overprotection create a generation of children who are ill-equipped to deal
with everyday problems? In addition to this will overprotection and surveillance build
students resilience and critical skills os that they can particpate effectively within society?
Similarly, Donahoo (2008) raised the issue that Australian children are being increasingly
governed by adult regulations and legislation. Consequently adults are viewed as knowing
best and children are expected to accept these guidelines (Donahoo, 2008). This view
contradicts educational theory and policy documents which state that children are capable
human beings and our assumption of them as weak and vulnerable is derived from the
cultural perspective that they are at a lower level in the hierarchy of humanity (Queensland
Studies Authority [QSA], 2006).
Body – What is significant about each part of the presentation, and how does each part
contribute to the analysis?

Video to introduce the topic – whose doing this???
An exaggerated role play was utilised to clearly illustrate the concept of overprotection and
to demonstrate the effects that adult surveillance can have through restricting learning,
development and the self worth of a child. This brought about a series of pressing questions
about surveillance and to what extent surveillance is justified. Therefore the impression of
adult surveillance can be viewed by some as a way of order and control rather than a duty
of care (Steeves & Jones, 2010). Challenging this is the Reggio Emilia approach which views
children as competent active learners who have the ability to express their potential,
abilities and curiosity (Edwards, Gandini, & Forman, 1993). Rinaldi (2000) also points out
that through this self expression a child can create their own meaning of the world but only
when they are truly supported by adults who validate their competence.
Another component of the presentation
was the article about stranger danger
and children’s freedom, which was
discussed and analysed during the
presentation to portray the extent of the
issue and to show yet another
perspective – being the public and the
media. James and James (2004) further
support this perspective by discussing
that childhood is a socially constructed
phase, dependent on various prominent
influences such as parents, peers,
teachers, community, the Government
and the media. Other influences on
children that were assumed are outlined
in Bronfenbrenner’s Ecological Mode
(Southern Methodist University, 2000).
Subsequently, the multiple influences and perspectives of the issue were considered in the
anaysis of the article.
Similarly, the ‘see-saw’ graphic organiser was used to visually depict how a balance
between two perspectives and assumptions is necessary; the two perspectives being
overprotection and too much freedom. Steves and Jones (2010) raise this issue as a
question; is protection a way to care for children or is it more a way to impose adult order?
As a result the graphic organiser was used to cater for the visual learning styles and was
used as a catalyst for the discussion on the topic of overprotection.
Another component within the presentation was the table that linked the Reggio Emilia
approach, curriculum policies and the convention on the rights of the child to the issue of
overprotection. This was implemented to show the prevalence of the issue within
curriculum and to show that it is necessary to advocate for a balanced approach as it is
outlined within the curriculum. The discussion of this table was implemented to depict the
main point that our personal assumptions need to be critiqued and analysed so that our
pedagogy does not reflect media-fuelled assumptions about overprotection (McInerney,
2005).
Tiana:

Installation/roleplay – let everybody change the scene blah blah, concluded by
displaying an example of a more effective layout which stimulates and challenges children.

Presentation’s conclusion – referring to the code of ethics and drawing on relevant
theories, we reiterated our main points and showed that childhood is a time of growth and
learning. Lastly we provided the audience with some reflective questions to prompt further
thought.
More paragraphs ........ about what???
In addition to supportive adults quality educational spaces are needed to encourage
exploration of the environment, meaningful learning and autonomy. However government
policy documents describe children as vulnerable and in need of surveillance therefore
results in unimaginative play spaces with strong adult presence. DOES NOT? Or
example????
Alternatively there needs to be a positive environment designed that emphasises informal
and formal learning to assist in the healthy development of children (The University of
Melbourne, 2008). Arranging equipment that supports learning and self-reliance reduces
teacher intervention and increases teacher facilitation (Community Plaything, 2008).
In conclusion the presentation gave a critical perspective of the concepts surrounding
children’s spaces and adult surveillance. Significant components surrounding this topic were
identified and explored. Educational perspectives and policy documents were drawn upon
in order to gain insight into the image of the child and how this affects early childhood
practice. It was imperative while examining this theme that we remained open to different
perceptions and viewpoints from a variety of sources. Through analysing this topic we
advocate for a balanced approach within play based learning. Environments need to be
created that are supported by adults and provide for children to experience endless
possibilities while creating a safe and exploratory environment. The confidence and skills
gained through this type of environment will allow children to develop skills to be successful
individuals in the 21st Century. As future early childhood educators we recognise that at
times children need our protection but at the same time we need to acknowledge and help
key stakeholders appreciate that children are cognitively and socially competent learners
from birth.
Conclusion
It is clear that… (or something like that)

Reiterate main points of the presentation

Evaluate the effectiveness of the presentation, maybe?
References
Where are the rest of the references???
Southern Methodist University. (2000). Center For Child and Community Development;
conceptual framework. Retireved from
http://smu.edu/education/CCCD/conceptualframework.asp
McInerney, D. (2005). Focus on Curriculum. Retrieved from
http://books.google.com.au/books?id=PRLVXf9OnosC&pg=PA346&dq=teacher's+assumptio
ns+critiqued&hl=en&ei=axPTTpbrLuiciAeo4pnNDA&sa=X&oi=book_result&ct=result&resnu
m=3&ved=0CEAQ6AEwAg#v=onepage&q=teacher's%20assumptions%20critiqued&f=false