These are actually report questions, so you can use tables, write in the form of paragraphs, and use dot points as well These are actually report questions, so you can use tables, write in the form of...

Running Head: Child and Childhood 6
Child and Childhood
Background
The paradigm of the child-image acknowledges that the beliefs that individuals have about childhood and children are formed by the human community; conceptions and conceptualizations of childhood and children are cultural, historical, political, and social creations. The notion of children's image emphasises these creations and the implications they produce-beliefs that determine the picture or comprehension that individuals have of the child with whom they work and live. These established notions about childhood and children serve as the framework for individuals' behavior—the way they communicate, observe, and listen to children.
This paper emphasises my perspective on childhood and children. This paper reflects on the image of the child, analysing what this child looks like and demonstrating the way I arrived at this image.
My Perspective
There are various perspectives on the child, in my opinion. Each individual has a perception of a child inside of themselves that guides them as they begin to engage with children. Children are great learners because they are "infused with a strong sense of curiosity and wonder, having highly creative ideas, being capable of constructing their learning, and marveling at the most mundane things." I believe play is in children, and when play-workers, advocates, early education teachers, and communities recognise the value of play, the potential for the child's development and learning is infinite. The children who engage in play are the powerful ones.
The way I see children influences everything—it impacts learning, teaching, and children. This notion within oneself encourages people to respond in specific ways; it guides people when they talk to, attend to, and observe children. It is challenging to behave in opposition to this mental image. The atmosphere individuals create for themselves and the children portrays the picture they have of the child. There is a distinction between the atmospheres they can create depending on a specific notion of the children and the atmosphere one can establish depending on the children next to oneself, the relationships they make with the children, and the games one plays.
A distinct and dynamic environment emerges from the interaction with the children. The quantity and quality of the interactions between individuals and teachers reflect the picture...