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Personal Narrative: How My Attributes For Enhancing Children

1086 Words5 Pages

What are my attributes for enhancing children's 'lived experiences'?

This essay discusses the important aspects of the journey which have shaped the personal attributes identified that enhance children's lives and education. Firstly, looking at the South African education system as well as the constitution, Unicef (2016) statistics and how this culture influenced my teaching style. Secondly, it explores different styles of learning and theories such as Piaget (1983) and Vygotsky (1978) discussing how my personal pedagogy has developed from these theorists. Next, examining the personal qualities as well as values I assert that enhances children's learning. Following on from that, considering skills still requiring improvement. Finally, discussing …show more content…

However schools in South Africa receive a grant from government which most schools have to supplement in the form of school fees in order to employ qualified teachers. In addition, there is no limit to the amount of fees that schools may set therefore, preventing poorer children from attending affluent schools. Creating a divide within society, to the educational experience that children receive. Schools in affluent areas are able to maintain their own sports fields, offer extra mural activities, at a cost and a multitude of opportunities throughout children's education. But it must also be considered, that children are aware of the contrast in educational opportunities and are taught to fight for a life filled with opportunities, to not expect or take for granted. Creating a competitive society that is aggressive in their need to succeed. My culture is shaped by having been educated in South Africa where you are lucky if you receive a quality education and leave school literate. According to Unicef (2016) the gross enrolment ratio of pre-primary school participation is 65% from 2008-2012. The influence of childhood can inhibit a person however, at the same time, creates insight others from the local culture might not …show more content…

Prior to embarking on the foundation degree in Early Years I advocated that there was little room for play within the classroom. Maintaining that a formal, linear thinking approach to educating children created effective learning. However, whilst doing my portfolio, reflecting on my Topic as well as well as investigating the resource to produce and the pamphlet to inform parents it has become apparent that I have been transformed in my thinking as well as my pedagogy due to this research and theorist identified during my studies. Theorists who have influenced my new pedagogical approach include Maria Montessori (Montessori and Costelloe, 1972) who elaborated on Karl Groos's (2007) theory, with both theorists asserting that 'play is the child's work' and children would be better off if they learnt through play and imagining. Furthermore Piaget (2002) focused on intellectual development, discussing how intellect develops through stages, transforming to meet the requirements of the environment, reflecting that this can be done through play or work. However, it is Vygotsky's (Gray and MacBlain, n.d.) social development theory which has continually impacted my professional practice in recent months. The theory suggests that children can reach their ability level through the help of adults or more able peers. Referring to the zone of proximal development,

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Vygotsky also believed that every aspect of a child's cognitive development is dependent on social context. According to Vygotsky's zone of proximal development there are certain activities a child or any person for that matter can only accomplish with the assistance of another individual.   In order for a child to master a new skill a mentor must provide scaffolding to help the child. Scaffolding is a temporary support to help the learner master a new task.

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Children of impoverished families typically stay in a cycle of poverty because the quality of education in lower class communities is so poor. Barbara Comber shows support of this idea when she states that “improv[ing] educational outcomes…will improve economic conditions for everyone, and thereby eradicate poverty and inequality” (394). Having access to a high quality education system, no matter which societal class one belongs to, is crucial to breaking the poverty cycle within a country. Additionally, Patricia Briscoe argues the same thing on a global scale: “education plays an increased and pivotal role in the challenge to improve global societies” (5). Her belief that education can break the poverty cycle of the world is another thing we have learned in this course.

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Working within a social pedagogic framework with children. As individuals this means how we approach practice and with what aims we use. So whether that be from key thinkers such as Montessori. By using these specific pedagogic concepts in our work we add to the learning of the child.

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“Study found that only 4% of children from low-income families achieve a college education, compared to 45% of children in higher-income families”. People don’t have an equal opportunity to succeed because not everyone is not fortunate enough to get an education and go to college. Cultural environment and surroundings undoubtedly impact the eventual success of a child, as they determine available opportunities and govern how a child will perceive their social standing. The area people live in is a big factor on what kind of education they will get and whether the will get a good education and go to college or drop out and run the streets. Education is a very important factor in everyone’s childhood.

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Having over fifteen years of experience in teaching and supporting children of primary and secondary ages has given me an endless satisfaction. Working with challenges and in challenging environments has convinced me that accomplishment comes from believing in oneself and pursuing it aggressively. My experience of working with children from diverse ethnic minority backgrounds, SEND and NTE often persuaded me in achieving my goal with a clear vision. Every child is born of a particular strength, and if rightly facilitated, they will achieve high standards, as I witnessed during my career in schools. I implemented innovative teaching approaches ensuring that the lessons were interesting for all children, by differentiating appropriately.

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Vygotsky’s ideas concerning Zone of proximal Development (ZPD) is an expression of the basic proposition that he sets out to convey, cognitive development is not a process that occurs spontaneously nor can it merely be explained by children’s interactions with the physical environment. It occurs because the child is embedded in a social context, surrounded by people with greater expertise willing to share their knowledge. This provides strong support for the inclusion of cooperative learning strategies in the classroom instruction. According to key literature, modern cooperative learning primarily began in 1966 (Johnston & Johnston, 2009), with the application of social interdependence theory becoming one of the most successful and widespread applications of social and educational psychology to practice. Johnson and Johnson (2009)

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I believe that all children are individuals, unique in their abilities, from a wide diversity of backgrounds and cultures, and they also have the right to be treated with dignity and respect. Educators are observers and designers who have to observe children’s abilities, interests and learning styles for designing a curriculum that fulfill everyone’s needs. Observers also play an important role on noticing individual differences and offering help to children who have lower ability to improve

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The Zone of proximal theory explains the teacher’s action during my observation. The teacher helped the child to complete the last stage of the puzzle after the child could not complete the last stage of the puzzle. Vygotsky argued that the zone is constantly changing while Piaget argued that learning is limited by the stage or maturation, but Vygotsky disagreed with this view, he argued that learning is not limited by the stage or maturation. What I have learned from this observation and using this theory to explain my observation is that children thrive in an environment that is predictable and nurturing; therefore, it is important for care givers to be trusting, dependable.

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