Design of a Globally Responsive Educational Environment - Essay Example

Design for a Globally Responsive Educational Environment Student’s name Institution Introduction The education of young learners is critical in enhancing lifelong learning and learning effectiveness at latter stages of the education cycle. While many guidelines have been developed for the Australian curriculum with aspects dealing with the education of each stage of the child’s education, consensus on what a perfect education system ought to consist of has not been attained (Rizvi, 2005, pp77-92). The field of early childhood education necessarily requires constant review since education is a dynamic process that will only be improved through reflection and questioning of practice. The education system adopted by the Australian government was invented in the 19th century and very little of it has been altered to reflect changing needs of learners. Change has for the most part been focused on the middle, secondary and tertiary levels of education while early childhood education has been neglected. The early childhood education requires changes with regard to hands on learning, cooperative learning, whole language, family involvement and authentic assessment (Spring 2005, p.1-28). A great challenge in education is that even as changes are required it is difficult to implement them at the pace desired due to challenges of insufficient time for reflection, and study of practice. The expansion of knowledge regarding human development has played a critical role in leading change since educational philosophy may now be employed by curriculum planners and classroom teachers. Developmentally Appropriate Practices According to the theories propounded by educationists such as Erikson, Piaget, and Dewey, a curriculum that is responsive to a society’s need has to be interactive and structured in a constructivist framework. The approach to learning enhances child’s own construction of their knowledge by interacting with their physical and social environment. The role of the teacher ought to be as a guide, facilitator, challenger and assessor. Research shows that human beings works best if presented with meaningful material. The curriculum will as such be organized in such a manner as to promote whole language activities by promoting meaningful learning through relevant activities that cut across disciplines (Lingard, 2010, p. 129-147). There needs to be recognition that the contemporary child needs to develop multiple intelligences. There ought to be appreciation of diverse and multiple ways through which learners perceive their world and the environment. Multicultural education is important in enabling the learners to develop cultural understanding and sensitivity and connecting of the home and school culture. The modern curriculum also needs to take into account existing insights of learners as community. A developmentally appropriate learning curriculum ought to develop the child ethically, socially, physically and intellectually. The curriculum ought to help learners to achieving lifelong learning, formulate solutions to questions constructed, learn cooperatively, relate well with others and appreciate diversity. Early Literacy Language is an important part of early literacy and as such it is important that a curriculum puts a premium on language development. Aspects of sociology are particularly important since the interaction of the teacher with the learner is critical in shaping language acquisition (Perry & Southwell, 2011, p. 453-466). Learning ought to be enhanced through the provision of enriched environments and social learning. However language is affected by factors in the home and at school. Language learning ought to be made interesting through connecting text information to life experiences. Language learning must take into account socioeconomic status and as such interventions such as greater quality of instruction and early intervention need to be adopted by the curriculum. It is clear that the instance of literacy is fundamental to the overall success of learning in the education system. Lack of literacy is on the other hand associated with dropout rates and subsequent lack of success in the future which has resulted in rote learning. The importance of literacy has been emphasized to the point that lifelong learning through hands on approaches has been abandoned for the sake of promotion of literacy. An effective curriculum ought to integrate intra-personal, spatial, interpersonal, musical and kinesthetic aspects in the learning process to make it more relevant to the needs of the individual and the society (Wang, 2008, p. 57-66). Integrated Curriculum In order to be effective a curriculum must produce ideas and implement them. Such a curriculum must promote engagement, discussion and a range of models for inquiry. There ought to be created learning centers which enable learners to learn from real life experiences and in a social environment. Such learning ought to take into consideration multiple intelligences in the promotion of physical, emotional, ethical and social learning (Taylor, 2013, p. 114 – 124). Challenges that have been established in the implementation of an integrated curriculum will be solved through reflection dialogue and experiment by teaching practitioners. Standardization ought to be questioned and discrepancies identified and analyzed. Play plays a critical role in learning by offering learning experiences in real life. The teacher thus has to strive to make play an enriching and meaningful experience. Play ought to be incorporated even further into the curriculum as it is an avenue through which social learning can be enhanced. Children that play will be more active in the classroom since play not only promotes social relations but also functions to enhance blood supply to the brain thus enhancing learning (Kenway, 2009, p. 73-86). Play will be made more effective through asking learners to play with words through singing games and play songs. Play ought to be used to promote learning by introducing and reinforcing learning of concepts and use of tools in the classroom. Mathematics The use of the theories of learning which are prevalent in the present education system does not maximize learning. The perspectives of learners as blank slates ought to be replaced with theories which promote the natural inclination of the child to learn and obtain understanding and meaning through engagement in meaningful learning experiences. The current education system is a system in which the learner does make sense of the contexts presented. It must be acknowledged that proficiency in the classroom or lack thereof is not necessarily reflected in the real world contexts. For instance a learner who may be poor in the classroom in mathematics may be an adept mathematician in taking care of the family, and doing family shopping. An integrated curriculum would seek to create a link between the academic curriculum and outside experiences at home or at play in enhancing the meaningfulness of the learning (Scott, & Gough, 2003, p. 31-43). It has been established that understanding of mathematical concepts is made even more effective when the children have a chance to manipulate objects in their classroom and out of classroom experiences in discussing and generating procedures and hypothesis in a cooperative manner. Education in an integrated curriculum will thus not be concerned with offering learners the right answers but rather facilitate comprehension through encouragement of negotiation and discussion of meanings in collaborative inquiry (Rizvi, 2005, pp77-92). Standardized Tests, Multiple Intelligences, and Coverage Standardized testing which have been adopted by most Western nations go against in-depth learning, interdisciplinary learning and the utilization of multiple intelligences and information sources. Prescription of the curriculum and the increasing importance of standardization in test scores are the key objects which are making the modern curriculum unresponsive to contemporary needs of the society and its learners. Teachers are in a continual struggle to meet the objectives set by competing and incompatible systems due to differential philosophies (Spring 2005, p.1-28). In order for learning to be made effective it is important that horizontal and vertical learning are incorporated in the learning curriculum as opposed to the current system which only focuses on vertical learning which reduces depth of understanding and the longevity of the effects. Even as skills and meaning, products and processes, parts and wholes are critical in the education process, it is important that young learners are grounded on a solid conceptual foundation on which further learning is built. The links between assessment and meaningful curriculum will be important in the reduction of the conflict between implementation of a curriculum which is responsive to learner developmental needs as opposed to standardized test scores. Through authentic assessment which analyze learning according to the developmental needs teachers can develop learner intelligence through encouraging reflection, and self direction (Lingard, 2010, p. 129-147). Community of Learners Mass education in the contemporary world is shaped according to the perceptions of the needs of the workplace and international competition. The standardization of the curriculum in order to meet these new needs has however resulted into a factory model in which learners are made for the workplace rather than attuning the learning to learner needs. An integrated curriculum would greatly benefit from multiage grouping since they promote interaction and collaborative learning. Research has established that grouping of learners makes a relationship develop between the learner and the teacher (Perry & Southwell, 2011, p. 453-466). The relationship formed also helps the learners get to understand the expectations of the classroom they are in. In the implementation of a new integrated curriculum it would be critical to adopt a top down mandate in the development process. A curriculum that is well planned and integrated should be centered on the provision of learning experiences which enable learners to contribute and participate according to the level of development. A family like atmosphere should be emphasized since it has been established that offering learners the opportunity to observe and imitate other members of the family enhances learning. Multiage classrooms ought to be encouraged in addition to ethics of caring, mentoring and cooperation in order to enhance the making of a society that is more caring and just (Wang, 2008, p. 57-66). Community/School/Family Partnerships Family partnerships are an important part in the securing of the educational objectives of young learners. The contemporary curriculum does not put a lot of premium in the importance of family on educational outcomes. An integrated curriculum would be more effective if more interventions are made early enough. There needs to be continuity and consistency in the educational atmosphere in the home and at school which makes learning be more meaningful to the learner (Taylor, 2013, p. 114 – 124). Community partnerships ought to be part and parcel of the new integrated curriculum. There is a growing need to perceive the child from the context of being a member of a larger society rather than from individualist perspectives. The curriculum will incorporate the interrelatedness of societal, family and individual systems right from early childhood. In order for the education system to be effective, in addition to the academic component it must incorporate physical, social and emotional aspects. The school should have a fundamental role in ensuring cooperation and partnerships between the three levels are maintained. School linked services such as collaborative assessments and reviews involving learners, teachers and the parents will be important in enhancing collaboration. School community cooperation should be based on a model that emphasizes interrelatedness, shared responsibility and reciprocity (Kenway, 2009, p. 73-86). Continuity for Families and Children It is generally acknowledged that the foundation laid at the moment of early childhood education play a critical role in future education achievements. Development al psychology has made educationists realize that development is normally hierarchical and continuous. It is thus important that learners see connections between what they learn if that learning is to be meaningful. A new integrated curriculum would enhance the continuity through having preschool on site which makes transitions easier for the learners. Interaction between teachers of different grades will be promoted in order to ensure continuity is fostered through sharing of notes on the different developmental levels and expectations of each level. The transitions between the different levels will be enhanced and eased if there are offered supportive linkages between the different levels (Scott, & Gough, 2003, p. 31-43). For instance a learner will have easier transition I their family and previous teacher are involved in ensuring the learner has a good understanding of expectations in the next level. In order to ensure effective continuity there must be enhanced cooperation between schools and the parents which ensure that the environment provided both at home and at school are enriched and nurture the learner towards attainment of developmental and learning objectives. Early interventions in both the school and home environments will be vital in determining effectiveness of such interventions (Rizvi, 2005, pp77-92). Culturally Responsive Teaching Given the multicultural nature of the Australian education system it is important that teaching and learning take into consideration cultural sensitivity. Learners from the minority groups tend to have higher rates of failure in education due to issues of language, thought and culture which presents problems if teaching is not culturally responsive (Spring 2005, p.1-28). The curriculum needs to take advantage of cultural diversity of experiences in enriching the learning experiences thus making them more meaningful to every learner. Through authentic multicultural activities the curriculum will ensure a sense of community and inclusivity in teaching and learning. Teaching and learning will incorporate multilingual education since learners at a young age have greater understanding of concepts if taught in the first language. Teaching style must take into account different cultures and how concepts are articulated into the diverse cultures rather than imposing the majority culture on all learners. Constant correction of cultural differences will only serve to destroy self esteem of learners and hence should be discouraged. It is critical that the teacher leads the learners to awareness of different speech patterns and cultures and present them as alternatives as opposed to wrong ways of learning (Lingard, 2010, p. 129-147). Through promotion of cultural diversity an integrated curriculum could also seek to promote aspects such as non discrimination on the basis of color or gender stereotypes. Conclusion A curriculum for the future needs to incorporate practices that are developmentally appropriate, well founded in human development theory and culturally relevant. The contemporary education system is faced with challenges brought about by economic and financial crisis which have led to the adoption of curricular that is unresponsive to the learner needs. This has resulted in standardization measures of teaching learning and assessment which have resulted in lower quality of learning outcomes. Teachers and families have been excluded from the curriculum thereby leaving out the important aspect of environment and nurture in education. The curriculum must offer flexibility to the teacher and the learners in exploring exploration, and reflection. The curriculum must identify competencies and commitments such as offering of opportunities for learning, commitment to learn, and learning from experiences at home and in school, and the development of relationships and partnerships between the community, the school and the family. References Kenway, J. (2009) ‘Doreen Massey: Responsibilities over distance’. Interview in J. Kenway and J. Fahey (Eds) Globalizing the Research Imagination, London & New York: Routledge, pp. 73-86. Lingard, B. (2010) ‘Policy borrowing, policy learning: testing times in Australian schooling’, Critical Studies in Education, 51(2), pp. 129-147. Perry, L. B & Southwell, L. (2011) ‘Developing intercultural understanding and skills: models and approaches’, Intercultural Education, 22 (6): 453-466 Rizvi, F. (2005) ‘International Education and the Production of Cosmopolitan Identities’, in A. Arimoto, F. Huang & K. Yokoyama (Eds) Globalization and Higher Education, Hiroshima: Hiroshima University, pp. 77-92. Scott, W. & Gough, S. (2003) ‘Learning and sustainable development: Making the linkages’. In Sustainable Development and Learning: Framing the Issues, London & New York: RoutledgeFalmer, pp. 31-43. Spring, J. (2008) ‘Globalization of education’ in Globalization of Education: An Introduction, New York & Oxon: Routledge, pp.1-28 Taylor, A. (2013) ‘Towards common worlds pedagogies’. In Reconfiguring the Natures of Childhood, London & New York: Routledge, pp. 114 – 124. Wang, T. (2008) ‘Intercultural dialogue and understanding: implications for teachers’. In M. Wallace and L. Dunn (eds.) Teaching in transnational education: Enhancing learning for offshore and international students, London: Routledge, pp. 57-66. Read More