Primary school age children’s perceptions of family: A case study

Abstract

Family is a common theme that children of primary school age are frequently called upon to examine and consider throughout their education. The concept of family is discussed and explored in many curricular and non-curricular areas. This case study examines children in 4th, 5th and 6th class in order to gauge their perceptions of family and investigate the potential influence of the child’s external environment on the formation of these perceptions. This case study is designed within an “advocacy” paradigm (Creswell, 2009, p. 9) and grounded theory is used to analyse and discuss the data. The findings indicate the overarching impact of societal norms and cultural discourse on children’s perceptions of family, in addition to a strong influence from literature, media and social interactions. Although the findings highlight an open and positive attitude towards diversity, the data simultaneously suggests a lack of familiarity with non-nuclear and non-heteronormative portrayals of family in addition to a lack of vocabulary to address these differences. The study aims to inform the explicit need for progress in teaching about the diverse nature of families. Additionally, the researcher recommends creating more space for critical thinking in classrooms for both teachers and children to develop skills to recognise bias and discrimination.