In a globalized world, we are more socially, economically, and politically linked than ever. Climate change, habitat destruction, biodiversity loss, and other complex environmental problems are global issues. Preparing children for success in the modern world hinges on global awareness and deep learning about other people and places. Through reviewing academic literature, this study investigated what elementary school children know and how they feel about other countries, cultures, and peoples. It also explored how children develop global understanding and the implications for teachers.
The researcher reviewed studies conducted in Western, industrialized countries over the past half century that explored children's global understanding and the factors that influence this understanding. The researcher collected information about: (1) children's global knowledge and awareness, (2) their feelings about other countries and cultures, (3) how they develop global understanding, and (4) the implications for classroom practice. The author summarized findings across the literature for each of these four concepts.
Overall, the author found that children's knowledge varies by numerous demographic factors. The research reviewed in this study indicates that colonialism is still prominent in Western thinking and educational systems. Children can form both positive and negative opinions about places before they know much about that place and gaining additional knowledge does not always change these opinions or attitudes. However, schools have an important role to play in helping children learn about the world and engaging them in growing their thinking, as well as providing an open-minded forum for children to learn.
Global knowledge and awareness: Many studies assessed the extent of children's knowledge about the world by asking them to name countries they know or draw world maps from memory. These studies showed that younger elementary children do not fully grasp the concept of “nested” locations (i.e., cities are in states, which are in countries, which are on continents); many of these children did not differentiate between cities and countries. Older elementary children (aged 10-11), on the other hand, had a firmer grasp on the nested concept and could generally name more than 15 countries. However, even the children who demonstrated the greatest breadth of knowledge about other countries showed gaps in knowledge and awareness about countries in Africa, Southeast Asia, the Middle East, Eastern Europe, and South America. These types of studies can be controversial, particularly when they compare knowledge levels among different groups of children. The researcher noted that some studies identified differences in knowledge levels based on socioeconomic and gender factors and emphasized that such differences likely highlight educational and societal inequities.
Children's feelings about other countries and cultures. Studies showed that children oftentimes hold many stereotypes and preconceptions about developing countries. These preconceptions are generally related to power imbalances between countries. For example, when asked about life in various developing countries, many children described universal poverty and the country's need for international aid. Studies also showed that children struggled to accept knowledge and information about another country that did not fit with their preconceptions about that country. Further, when asked whether they “liked” or “disliked” different countries, children generally lacked knowledge and understanding of the countries they disliked.
How children develop their global understanding. Studies showed that children tended to be most aware of the countries geographically closest to their own country. Additionally, studies highlighted several factors—including family and friends, single encounters with people from abroad, international travel, media, literature, and schools—that influence children's global understanding. Specifically, studies showed that children may form over-generalized perceptions of people from other countries based on a single encounter with a person from that country. Travel generally broadens children's global understanding, although it can reinforce stereotypes. Movies and news stories oftentimes reinforce stereotypes, while literature, travel shows, and nature films generally broaden perspectives. Formal learning in schools also shapes children's international knowledge; factors influencing these ideas include the curriculum, textbooks, and pedagogy. Examples of successful practices include units addressing stereotypes and prejudice and intentional explorations of cultural diversity.
Implications for classroom practice. Based on this literature review, the author identified several important considerations for teachers. Children go through a remarkable transformation around the age of eight, at which time they start to develop a deeper understanding of and interest in learning about other places and peoples. Teaching comprehensively about all other countries and cultures would be impossible; thus, teachers must be selective. Because selectivity reflects teachers' values, priorities, and worldviews, they should be mindful about what they choose to teach. Focusing exclusively on teaching facts imparts an overly simplistic view of other cultures, peoples, and places; this may promote stereotypes. Teachers should avoid presenting facts as though they are fixed and include information about context.
In addition, teachers should be mindful that learning and emotion are closely intertwined. Children's worldviews impact how they learn and receive information, and learning about other people and places can be emotionally demanding. The more children learn about other places, the more they become aware of inequities, intolerance, discrimination, etc., which can arouse strong feelings. Research shows that children can develop strong feelings toward other countries with very little information. Yet, gaining more knowledge about these countries does not necessarily shift attitudes and perceptions. However, research suggests that emotional learning experiences may be highly effective, and can promote deep, transformational learning.
This study has limitations. The studies reviewed were culturally and geographically narrow, meaning that the findings are also culturally and geographically limited. Results might not be applicable to children in other contexts. Further, the studies that assessed children's global knowledge offered only rough approximations of this knowledge. The author did not specify how articles were selected for this review nor provide detail on how many articles were analyzed.
The author recommends that educators integrate global learning into their curricula. They emphasize that educators have a responsibility to expose students to new perspectives and guide them through the process of learning about other people and places. Schools and teachers also have an important role in dispelling the legacy of colonialism through providing an open-minded place to learn about the rich histories and contexts of other places. The author also recommends that educators develop global education lessons that are age appropriate. Lastly, they recommend exploring any emotions that global learning elicits in students, as this can be a powerful way to learn more deeply about other places. Educators can incorporate emotional learning experiences to work towards addressing and preventing bias among children.
The Bottom Line
<p>This literature review investigated what children in Western, industrialized countries know and how they feel about other countries, cultures, and peoples. The author found that children generally lack knowledge and hold stereotypes about developing countries. Family and friends, exposure to other countries, media, literature, and schools influence how children develop global awareness and understanding. These findings emphasize that educators be mindful of the content of their lessons and the role that outside influences play in children's learning. The author recommends that educators integrate age-appropriate global education into their curricula to counter colonialist thinking.</p>
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