Social capital and social cohesion

Research about social capital emphasizes a wide variety of specific benefits that flow from the trust, reciprocity, information, and cooperation associated with social networks (Putman, 2000). Social capital creates value for the people who are connected and – at least sometimes – for bystanders as well. Existing studies have suggested that social capital has considerable benefits for a range of economic and sociological outcomes.

Social capital works through multiple channels:

  1. Information flows (e.g. learning about community services, jobs, public events, candidates for public office, developing and exchanging ideas in any venue, etc.) depend on social capital
  2. Norms of reciprocity (mutual aid) are dependent on social networks.
    • Bonding networks that connect people you know, or know of – family, friends, members of the same congregation, club, workplace, school, agency, etc. sustain particularized (in- group) reciprocity.
    • Bridging networks that connect individuals who are diverse (people you don’t know, or have few opportunities of getting to know) sustain generalized reciprocity
  3. Collective action depends upon social networks (e.g., the role of parent councils in fighting school closures) although collective action also can foster new networks, such as the development of regional parent/child councils.
  4. Broader identities and solidarity are encouraged by social networks that help translate an “I” mentality into a “we” mentality.

Early childhood settings offer daily opportunities to connect families with each other – to build their social capital. Families have strengths, experiences and skills that they can share with one another. Several studies report that families form social networks, make cultural connections and participate in their communities (contributing to social cohesion) as a result of their early childhood program participation (Corter et al., 2006; McCain, Mustard & Shanker, 2007; Mitchell, Wylie, & Carr, 2008).

Communities that come together (public, private and voluntary sectors) to build opportunities for early childhood programs increase their level of social capital. The level of trust and sharing increases and individuals recognize their responsibilities and attachment to their communities. Regions with a large measure of civic engagement tend to be better able to cope with the challenges of economic and social changes.

Families who are newcomers to Canada and who share similar cultural traditions or who speak languages other than English or French, benefit from meeting each other. Families also benefit when they learn about child rearing practices from families that have different backgrounds. Informal social networks among families with young children can become valuable resources that promote children’s health and well-being (Moran, Ghate, & van der Merwe, 2004; Weiss et al., 2006).

Social cohesion is the ongoing process of developing a community of shared values, shared challenges and equal opportunity within Canada, based on a sense of trust, hope and reciprocity among all Canadians.  Early childhood can be the meeting point for all families and all members of a community in order to recognize and identify the need for early support and intervention when necessary, to get to know each other, and to build social cohesion.

References

Corter, C., Bertrand, J., Pelletier, J., Griffin, T., McKay, D., Patel, S., & Ioannone, P. (2006) Evidence-based Understanding of Integrated Foundations for Early Childhood. Toronto, ON: Atkinson Centre at OISE/UT.

McCain, M., Mustard, F., & Shanker, S. (2007) Early Years Study 2: Putting Science Into Action. Toronto, ON: Council for Early Child Development.

Mitchell, L., Wylie, C. & Carr, M. (2008) Outcomes of Early Childhood Education: Literature Review, Wellington, NZ: New Zealand Council for Educational Research.

Moran, P, Ghate, D & van der Merwe, A.,(2004) What works in Parenting Support: A Review of the International Evidence. Research Report RR 574 London, UK: Department for Education and Skills.

Putnam, R. (2000). Bowling Alone: The Collapse and Revival of American Community.

Weiss, H., Caspe, M., & Lopez, M. (2006) Family involvement in early childhood education. Family Involvement Makes a Difference. Harvard Research Project No. 1. Boston, MA: Harvard University.