Introduction

The aim of this essay is to analyse globalisation from different perspectives and discuss why
it is important for childcare practitioners to understand childhood from a global perspective.
The latter part of the essay will explore some of the global issues and their impacts on
children. For the purpose of this essay, focus will be on cultural, economic and political
globalisation, putting into consideration global issues such as poverty, education and health.

Definitions of Globalisation

Globalisation, which is not a new phenomenon has increased and gained popularity over the
years due to the debates surrounding its meaning and use (World Health Organisation
WHO, 2015). This is because globalisation holds different connotations depending on the
context in which it is being used (Bottery, 2004, p. 33). According to Dalhberg, Moss and
Pence (2007, p. 88), globalisation is the process by which the world is being interconnected
due to the increasing acts of trading and cultural interchange. However, some literatures
define globalisation in reference to economic, political and cultural contexts. For instance,
the United Nation UN (2000) defines economic globalisation as the growing
interdependence of world economies due to the growing scale of commodities, services,
international capitals and technologies across the globe. However, the above definition
failed to put into consideration the cultural and political aspects of globalisation. According
to Bottery (2004, p. 40) the political perspective of globalisation tends to focus more on
generation and distribution of power across the globe. However, according to Castells
(2013, p. 117), cultural globalisation is defined as the emergence of an unambiguous set of
values and principles that are primarily shared around the planet. This definition of cultural
globalisation reflects the effects globalisation has on the values, norms and beliefs of
different cultures across the globe (Machida, 2012).

Impacts of Globalisation on children

Children are being perceived as the lifeblood of every society in which their values are being
conveyed through cultural, biological, social and economic terms (Lubeck, Jessup and
Jewkes, 2001). There have been growing debates surrounding the influences of globalisation
on education, health and poverty (Ravallion, 2003). Using the Bronfenbrenner’s (1979)
ecological theory, the environment, culture and society all have impacts on children and
their families; this is due to differences in values and expectations in the world (Penn, 2008).
This is because there is a relationship between global issues and the local communities and
this relationship has been conceptualised with the term glocalisation (Krieken, et al., 2013).
For this reason, the essay will critically evaluate the impacts of globalisation on children and
its implication for people working with young children at both local and global levels.

Cultural impacts

One of the impacts of cultural globalisation is the act of universalising of Western culture
across the globe and this has been encouraged by the mass media (Olssen, Codd and O’Neil,
2004; Wells, 2015). The dynamic transformation taking place in the area of information and
technology has resulted in the dissemination of western value into all spheres of life (Lata,
2012). This however has led to global culture impacting the local ones thereby resulting in
homogenisation of cultural forms and identity (Cvetkovich and Kellner, 1997). This is
because television and the internet are being used to share information, enabling children
to learn other people’s culture and ideas which is considered an advantage (Lata, 2012).
However, the implication of this is that some children are losing their traditional cultural
identity in the process (Krieken, et al., 2013). Critics also argued that the use of social media
and telecommunication has also contributed to the dissemination of information across the
globe which has also resulted in increasing terrorism (Lia, 2007). Similarly, the impact of
globalisation can also be felt in the area of play for children. For instance, Wells (2015)
argued that the western idea of play by the use of toys is eroding the traditional meaning of
play in other societies. Meanwhile, children are being targeted by toy companies as
consumers in order to make more profit (Wells, 2015). Likewise companies like Coca-Cola
and McDonald’s are global companies whose adverts could be seen in most parts of the
world. This has resulted in consumers of these products, most especially children to be
globalised (Dürrschmidt, Graham Taylorn, 2007). The underpinning reason for this act is as
a result of capitalism; this is because the globalisation process is harnessed within the
pursuit of profit and inequalities (Krieken et al., 2013).

Globalisation has resulted in increase in migration across the globe and most especially to
western countries due to easy mode of transportation (Penn, 2008). This however has
resulted in migrants and their children being exposed to different cultures and traditions
(Penn, 2008). Children in this situation often have to choose between their culture and the
global cultural values (Olssen, Codd and O’Neil, 2004). Similarly, the homogenisation of
western culture is evident within the early childhood (Lata, 2012). For instance, the World
Bank and UNESCO are both contributing to the globalisation of early year’s education
because it is perceived that they ensure the child development ideology of Euro-American is
spread across the globe (Pearson and Degotardi, 2009). Nevertheless, Lata (2012) argued
that World Bank and UNESCO failed to realise that these ideologies sometimes contradict
other people’s traditions and values. This is because there are other cultural beliefs that are
being used as guidelines for child development that also need to be put into consideration
(Penn, 2008).

Economic impacts

Economic globalisation has brought about the establishment of companies and industries in
developing countries (Jean-Yves and Verdier, 2013). The advantages of this are the
employment and job opportunities for local communities, better education and better
health care for some people. However, in order for these companies to maximise profits
and production of their goods, children are being used as workers and this has led to
increase in child labour (Wells, 2015). Article 32 of the UNCRC (1989) asserts that
government should protect children from work that might affect their health and education.
However, critics of globalisation argued that industrialisation was responsible for child
labour (McKechnie, 2002). Nevertheless, Stack and McKechnie (2002) argued that child
labour has been in existence before industrialisation because some children worked in the
pre-industrial time in order to contribute to the family income. It has been argued (Stack
and Mckechnie, 2002) that poverty is the key factor accountable for child labour. However,
Well (2015) contended that poverty only plays a role and cannot be solely accountable for
child labour because some cultures support the idea of a working child. For instance, in
India, a female child would be encouraged to work compared to a male child because
culturally it is believed that a female child will eventually go into marriage, hence they are
considered less worthy of an education (Howard and Wright, 1996). Yet the effects of child
labour are evident in their attendance in school, academic performance and their
engagement with schools (Stack and Mckenchnie, 2002). Studies also show that countries
with high number of industries are prone to increase in environmental pollution and this can
contribute to poor health (Jean-Yves and Verdier, 2013). For instance, the effects of
industrial waste in developing countries can sometimes impact on the health of the people
in that community which in return will impact on the health of their children (Jean-Yves and
Verdier, 2013). Instances can be drawn from the effect of waste crude oil on the water and
soil of people of Ogoni land in the Eastern part of Nigeria (Obi, 2001).

It has also been argued that economic globalisation has contributed to the wide gap
between the developing and developed countries and between the South and the North
(UN, 2000; Bottery, 2004). Critics argued that globalisation has contributed to poverty and
health inequalities especially in developing countries because some people have more
access to quality healthcare service compared to others (Ravallion, 2003). Poverty has been
identified as one of the global issues impacting children learning and development (Child
Poverty Action Group CPAG, 2015). For instance, it is estimated that there are 3.5 million
children living in poverty across the UK (Barnados, 2015). The impact of poverty in children
reflects on their educational attainment (Hirsch, 2007), health and their community as a
whole (Barnados, 2015). Studies show that children from poorer backgrounds tend to have
low educational attainment compared to children from richer backgrounds (Department for
Education, 2010). Poverty is likewise associated to poor health and premature deaths in
children thereby increasing child mortality rate (Office of National Statistics, 2011). One of
the strategies being introduced in tackling the issue of poverty, education and health is the
introduction of the Millennium Developmental Goal (MDG) by the United Nations (United
Nations UN, 2015). Some of the MDG targets are to halve poverty and hunger, make
primary school education accessible to all children and combatting HIV/AIDS and other
diseases by 2015 (United Nations UN, 2015). The UNCRC (1989) was written for the best
interest of every child (Penn, 2004), however, it is important to note that while some
children have access to these benefits, some children all over the world still lack the basic
needs of life (UNICEF, 2015).
Political Globalisation

Political globalisation has contributed to the implementation on international law (REF). For
instance the MDG was introduced in response to issues that emerged as a result of
globalisation. The MDG can provide a positive experience for children, however, the
shortcomings of international policies such as this could result in countries losing their
sovereignty (REF). Similarly, the United Nation Convention on the Right of a Child, UNCRC
(1989) is used as a standard for government to uphold children’s rights in relation to their
education, health, welfare and other basic needs in their countries. However, there have
been significant changes in education recently and most changes can be attributed to the
effects of and responses to globalisation because policy making in education is affected by
globalisation (Al’Abri, 2011). Similarly, globalisation has helped in strengthening the
influence of policy on education through the help of international organisations such as
World Bank, United Nations and the Organisation for Economic Cooperation and
Development OECD (Al’Abri, 2011). Sometimes ago education was regarded as a national
issue, however within the wider context of globalisation, education is now considered as an
international issue in reference to global economy. Furthermore Al’Abri, (2011) asserted
that countries should embark on investment in people’s knowledge and skills. In this regard,
education is recognised as means of shaping and preparing children for their future (Al’Abri,
2011). Mundy (2012) argued that countries are becoming competitive in order to increase
their labour force and this is done through the introduction of new policies that will reform
children. In addition to making sure that children have the required skills and knowledge
needed for the labour market, schools have a significant role to play in influencing children’s
view of the world (Wells, 2009). For instance, Duhn (2008) argued that the New Zealand
early childhood curriculum, Te Whariki, is a product of global alteration of early childhood
because the dynamic nature of globalisation has resulted in comparison of curricula among
western countries (Suárez-Orozco and Qin-Hilliard, 2004, pp. 1-2). Globalisation has also
helped in bringing situations affecting children around the world to the spotlight. Another
product of globalisation is the existence of child soldiers in some parts of Africa whose
presence has been made known across the globe by the media (Ryan, 2012). According to
Ryan, impacts of globalisation have resulted in increase in child soldiers due to war within
some nations and between nations. Ryan emphasised that children born into war torn
countries grow up learning how to fight during war. According to the UNCRC (1989) article
38, it is mandatory that government must do everything to protect children that are being
affected by war and children under 15 should not be forced to take part in war. However,
this is not true in all cases as over 300,000 children have been enrolled into armies and are
forced to carry guns (UNESCO, 2014). Similarly recent development in warfare has resulted
in over 12 million children left homeless (UNICEF, 1996). Perhaps this is the reason why
childcare practitioners need to have an awareness of these global issues and their impacts
on children.

Implications on practitioners

As mentioned earlier, the Bronfenbrenner (1979) ecological theory shows that what
happens at global level might directly or indirectly affect child development. Therefore
practitioners need to understand that global issues can affect their local community due to
glocalisation; having this awareness would enable childcare practitioners to be more
informed about global issues affecting children (The British Association of Early Childhood
Education BAECE, 2011). Westwood (2013) suggests that childcare practitioners should set
a cross-cultural understanding of childhood, child-rearing practices and children in general
as a prerequisite for any form of intervention in children. Westwood further asserts that
the understanding of the significance of culture might prompt a childcare practitioner to
challenge their own ideas about childhood. For instance, some of the importance of learning
about curricula from different part of the world is to gain knowledge and understanding of
the differences between curricula. This would help early year’s practitioners to compare for
example the United Kingdom curriculum to others and to be able to support children that
migrate to the UK. It is also significant to understand the impact that a curriculum has on
children culture. This is because sets of guidelines in the curriculum might not work for
every child, hence teachers need to identify every child’s unique needs and give the child
the necessary support. Schools in the UK are also meant to teach children about other
people’s culture and religious study because it is included in the curriculum (DfE, 2014).
Perhaps this might be impossible if teachers do not have the knowledge of other religion
and culture.
Being aware of globalisation would also help childcare practitioners to react and be up-to-
date with changes in policy (BAECE, 2011). Understanding children from a global
perspective would guide childcare practitioners to see things through the eyes of the child.
This means that childcare practitioners need to try and understand every child’s background
and respect their culture; this helps them in treating each child as an individual.
Understanding children’s background, culture, norms and values would help childcare
practitioners to consider different concepts and strategies in working with children (Ebbeck
and Waniganayake, 2003). This is because cultural beliefs and practices do impact children’s
lives with respect to their sense of identity and belonging (Penn, 2004). Tobin, Wu and
Davidson (1991) gave illustrations on Pre-School in Different Cultures and identified how
cultural value can influence children’s education. Tobin, Wu and Davidson, gave instances of
children younger than age ten carrying younger children (toddlers) to play with them
outside in the playing ground in Japan. This however is different from the UK as no child
under the age of ten is allowed to look after another child (Ebbeck and Waniganayake,
2003). Recently, teachers are now encouraged to include issues around globalisation in their
teaching in order to prepare children for the real world (Sutcliffe 2012). This is to encourage
the children to see the world through other people’s eyes, thereby respecting other
people’s norms and cultural value. In reference to children living in poverty, the
Organization for Economic Cooperation and Development – OECD, (2009), suggests that, in
order for practitioners to support these children, early-years centres that combine
education with care could bring major benefits to very young children from poorer families
at a crucial stage of their development.

In conclusion, this essay has explored the complexity of globalisation as it depends on the
context in which it has been used. It has put into consideration both the benefits and
shortcomings of globalisation especially in reference to children and childhood practitioners.
It is now understood that childcare practitioners would need to understand children in
global perspective in order to give individual children the best support as every child is
unique and the only way to achieve this is if childcare practitioners make themselves aware
of the issues around globalisation and how it might impact a child.