In this assignment I will distinguish distinct features of child centred education, explore its origin and exemplify the positive contributions it can make to pupils’ education. I will show my personal interpretation of this value and its effect within the educational setting. Consideration of others notions of this value will be explored, parallel to some tensions or possible challenges that may become apparent when upholding and promoting this value. Finally I will appraise the connotations child centred education has upon education and what effect it may have upon my future practice as a teacher.
A value can be defined as an important and lasting belief that influences our long term views. We use these principles or morals to moderate ideas or actions and they have a major influence on a person’s attitude and behaviour (UNESCO 2010). Our personal values provide the criteria by which we decide if something is good or bad, right or wrong; they are an inherent part of teaching practice and this is emulated in what is taught, how it is taught and also the interaction with pupils (Arthur et al 2005). Values are an inherent part of teaching practice emulated in what is taught, how it is taught and also the interaction with pupils. The relationship between values, aims and practice is exemplified by Métais (2004) cited by Arthur & Cremin (2010) as the cycle of educational values (see appendix 1). The cycle demonstrates how values influence our aims, which, in turn, influence every aspect of the education we offer our pupils.
Teachers values, specifically in our class room, guide our practice and form the principles upon which we make decisions: how we organise our classrooms; the resources we make available; how we listen and respond...
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Jeffrey, B. & Woods, P. (2009) Creative Learning in the Primary School. Oxon, Routledge.
Plowden, B. (1967). Children and their Primary Schools. [Online] Available from: http://www.educationengland.org.uk/documents/plowden/plowden1967-1.html#15. [Accessed 21 November 2013].
UNESCO. (2010) Teaching and Learning for a Sustainable Future. [Online] Available from: http://www.unesco.org/education/tlsf/mods/theme_d/mod22.html. [Accessed 18 November 2013].
treatment of children in schools adds even more difficulty. Despite pre-existing differences in personal preferences, subject aptitudes, and upbringings, for instance, the system calls for children to move along a determined national curriculum of academic acceptabilit...
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
I had many personal connections to these values. I also had a lot of fun thinking of ways I will incorporate teaching these lessons to my students. One of the main examples that always came to mind was modeling the values with my students. They will be very influential at the ages I will be working with. Many of the students will think anything their teacher does is the coolest thing ever. This is a great way to get the values across to the students. I can model the values and show them how it looks on a daily basis. Just as I will demand respect from my students, I will also treat them with respect. It would be unreasonable to expect things from my students if I am not also willing to act the same
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
Harry L. Gracey’s article about his perspective of kindergarten as a “academic boot camp” for children really challenged my previous thoughts regarding the structure of school and education. I enjoyed his in-depth look into the physical and social structures of an actual kindergarten classroom and his critical approach in analyzing their daily routine. Before reading the article, I didn’t realize the extent in which education, especially kindergarten, is constructed with systematic activities and programs so that children can be socialized and shaped into good students. Being so young, I obviously don’t remember kindergarten being so structured but I now understand the need for this as the transition from kindergarten into higher levels of learning is important. It’s shocking to know that what I learnt in kindergarten is a large portion of why I am
Value statements are being developed in schools which are used in their policies and their code of ethics. Many of these values reflect a broader value of restorative justice, which includes respect, truthfulness, dependability, self-control, self-discipline, acceptance, responsibility and accountability.
Ofsted (2005, page 15) discusses how if children can enjoy learning it is more likely that their behaviour will be positive; likewise if their behaviour is good then the children are most likely to learn. The Every Child Matters: change for children (ECM) policy (DfES, 2004, page 10) underpins this link between behaviour and education. Every child has the right to learn and therefore the key outcomes, ‘stay safe’, ‘enjoy and achieve’, and ‘make a positive contribution’, in the ECM agenda are incorporated in all behaviour and learning strategies. During school experience, these key outcomes are clearly outlined in the whole school behaviour policy, one of the rules being, ‘Let everyone learn.’
Stanley Hall felt school was too restrictive in creating conditions conducive to productive childhood education, so specific curricula, methods, materials and data became a focus for teaching child centered education. Hall’s work was based on his ‘general psychonomic law’ that proved children learn in different stages. This helped educational theor...
Wyness, M. (2006) Childhood and society: an introduction to the sociology of childhood, Hampshire: Palgrave Macmillan.
children should be valued at all time by the school, including the staffs of the school. Children should be centre of everything Their achievement towards learning and development (both academic and non academic)should be recognised . This should be celebrated by the school, it can be done through posters and displays, or award ceremonies and pride exhibited by pupils. COLLABORATIVE
Children have their own perspectives about the event in their life. These perspectives differ among the children as their interaction within the social groups and various cultures (Education, 2008). Thus, learning and experiences will become more meaningful if there is a close relationship between school, families and community (Education, 2008).
United States of America: Worth Publishers. Click, P. M., & Parker, J. (2002). The 'Secondary' of the 'Secondary Caring for School-Age Children (Third Edition). United States of America: Delmar. Edwards, Lynda.
A progressive approach to education in which students are valued is the most important foundation upon which a new system of public education must be built. Children should be encouraged to become self-motivated and flexible, while instilling a love of learning. Real world life and career skills must be taught at an early age and nurtured throughout development. Children should be given the freedom and resources to develop their skills and interests on their own. The goal of education must always be the well-being of the whole child, and the effects that those children will have on the future of society. With cooperation and an open-mind to new, progressive approaches, the world of tomorrow can be improved beyond anyone's greatest dreams.
The modern early childhood curriculum refers to the experiences gathered throughout a child’s infancy and beyond. It incorporates everyday interactions with family members within a wide spectrum of environments. Such interactions can be spontaneous or structured however, it is important that they are established within a supportive, safe and nurturing setting in order for the child to flourish in terms of their mental and physical ability ( O’Hagen,and Smith (1998). We refer to such a curriculum as Child centered as equal emphasis must be made on the child’s learning through out infancy as it is within a formal education setting.