Our children are capable but are they empowered?
Our children, across all developmental stages are hugely capable. In many cases, our children are far more capable than what their carers may perceive. In all cases, when we are empowered through our relationships and environments, we can realise our capabilities.
When we are born we are naturally dependent on our 'mother'. As with all mammals, our survival is dependent on the care we receive. We need the love of attachment and the security that comes with it. We have simple, survival based needs on our arrival Earth side.
In our dependence, we are capable.
As we grow, our world expands and our foundation of communication expands with it. Cries sound different to signal different needs, this is how we communicate. Consistent responses from our carers reinforce our communication and lay the foundations of emotional wellness. We are learning when we are watching loved ones talk to and around us. When rich language is role modelled through respectful, loving and present communication, our very young children grasp the power of body language, signals, simple sounds and worth.
We are born with the ability to learn through the social constructs of our environment and the materials within it. Learning is culturally significant and socially constructed.
As we grow, our world opens up and again, we are capable in our development. From birth and onwards, we learn from what we are exposed too and what we experience. We learn, through the perspectives of our own unique life experiences, what is appropriate and how we can 'be' within our society. We learn through our interactions with others and the materials and environments that these people provide for us.
It is mostly accepted that during our first years Earth side, we develop at our own pace, reaching milestones as ready. There is no rush. As we near the transition to Primary school, many adults begin to pressure the acquisition of academic knowledge sets, regardless of readiness and expressed interest. In many cases, when children arrive in a Primary classroom, the vast capabilities of each child and their readiness is something of a non-issue. It's time for the 'real learning' to take place regardless.
When our children transition into the Primary sector, in many cases, the context of this space is a stark contrast to all other learning to date for a child. It is essentially a whole different world to navigate.
I am currently very lucky to have the opportunity to work at a wonderful Primary school. A school that values developmentally appropriate pedagogy. A school that empowers the teachers to start with the child and places importance on establishing quality relationships. A school that critically reflects on the power of positive language and child empowerment. This approach fundamentally respects the capabilities of the child. It also respects the unique capabilities of each child. I respect the values of this school so much, my eldest son-whom started his first year of Primary at the start of this year-now also attends.
Moving him from our local school was a tricky decision. Our local school has a very excellent reputation however, for our son, it was not the best fit. The approach was very regimental and as the term progressed, his behaviour moved beyond a 'tired child' and was becoming uncharacteristic of who he is as a person. His behaviour became a big red flag for "I'm not coping". The learning expectations were so beyond his readiness and holistic capabilities, he was panicked and had decided it was more fun to simply give up. There were consequences at home to deter the emerging in-class behaviour however, my husband and I decided it was far too early in his schooling to accept this as the norm. Our son needed a change in order to find success.
Don't get me wrong, all of the typical child blaming thoughts went through my mind. "Is my son just acting out?", "what if we move him and he still carries on?", "have we spoilt our son?", "have we been in denial?", "is our son actually just a little s***?". However, as my beautiful Mum used to say; "trust your instincts, you have to be the voice for your child and when things don't feel right you need to give them the benefit of the doubt." In knowing our son, I know that he thrives with clear boundaries and a positive and strong relationship. He was not thriving and we committed to the change.
Seeing him thrive in his new classroom was such a relief. His educators are kind and are passionate. They have won him over in a week. His daily report now consists of; "My teacher told me I did a great job today Mum!" as opposed to "I only got put in time out once today Mum!". Through positive relationships, a respect for the capabilities of each child, developmentally appropriate pedagogy and valuing the importance of meeting a child where their needs are in order to empower their learning, my son is now flourishing.
"I feel good Mummy. My new class is only a little bit hard Mummy, not a lot bit hard" Move over Vygotsky, my almost five year old understands the zone of proximal development!
Our children are capable. It is our responsibility to nurture, support and empower.
As a carer and teacher, are you;
-compassionate?
-striving for a positive energy imprint?
-providing an empowering environment?
-providing rich, quality resources?
-trusting the capability of your child to explore and make sense of their own world?
-respecting the capabilities of your child by respecting developmentally appropriate pedagogy?
When we are born we are naturally dependent on our 'mother'. As with all mammals, our survival is dependent on the care we receive. We need the love of attachment and the security that comes with it. We have simple, survival based needs on our arrival Earth side.
In our dependence, we are capable.
As we grow, our world expands and our foundation of communication expands with it. Cries sound different to signal different needs, this is how we communicate. Consistent responses from our carers reinforce our communication and lay the foundations of emotional wellness. We are learning when we are watching loved ones talk to and around us. When rich language is role modelled through respectful, loving and present communication, our very young children grasp the power of body language, signals, simple sounds and worth.
We are born with the ability to learn through the social constructs of our environment and the materials within it. Learning is culturally significant and socially constructed.
As we grow, our world opens up and again, we are capable in our development. From birth and onwards, we learn from what we are exposed too and what we experience. We learn, through the perspectives of our own unique life experiences, what is appropriate and how we can 'be' within our society. We learn through our interactions with others and the materials and environments that these people provide for us.
It is mostly accepted that during our first years Earth side, we develop at our own pace, reaching milestones as ready. There is no rush. As we near the transition to Primary school, many adults begin to pressure the acquisition of academic knowledge sets, regardless of readiness and expressed interest. In many cases, when children arrive in a Primary classroom, the vast capabilities of each child and their readiness is something of a non-issue. It's time for the 'real learning' to take place regardless.
When our children transition into the Primary sector, in many cases, the context of this space is a stark contrast to all other learning to date for a child. It is essentially a whole different world to navigate.
I am currently very lucky to have the opportunity to work at a wonderful Primary school. A school that values developmentally appropriate pedagogy. A school that empowers the teachers to start with the child and places importance on establishing quality relationships. A school that critically reflects on the power of positive language and child empowerment. This approach fundamentally respects the capabilities of the child. It also respects the unique capabilities of each child. I respect the values of this school so much, my eldest son-whom started his first year of Primary at the start of this year-now also attends.
Moving him from our local school was a tricky decision. Our local school has a very excellent reputation however, for our son, it was not the best fit. The approach was very regimental and as the term progressed, his behaviour moved beyond a 'tired child' and was becoming uncharacteristic of who he is as a person. His behaviour became a big red flag for "I'm not coping". The learning expectations were so beyond his readiness and holistic capabilities, he was panicked and had decided it was more fun to simply give up. There were consequences at home to deter the emerging in-class behaviour however, my husband and I decided it was far too early in his schooling to accept this as the norm. Our son needed a change in order to find success.
Don't get me wrong, all of the typical child blaming thoughts went through my mind. "Is my son just acting out?", "what if we move him and he still carries on?", "have we spoilt our son?", "have we been in denial?", "is our son actually just a little s***?". However, as my beautiful Mum used to say; "trust your instincts, you have to be the voice for your child and when things don't feel right you need to give them the benefit of the doubt." In knowing our son, I know that he thrives with clear boundaries and a positive and strong relationship. He was not thriving and we committed to the change.
Seeing him thrive in his new classroom was such a relief. His educators are kind and are passionate. They have won him over in a week. His daily report now consists of; "My teacher told me I did a great job today Mum!" as opposed to "I only got put in time out once today Mum!". Through positive relationships, a respect for the capabilities of each child, developmentally appropriate pedagogy and valuing the importance of meeting a child where their needs are in order to empower their learning, my son is now flourishing.
"I feel good Mummy. My new class is only a little bit hard Mummy, not a lot bit hard" Move over Vygotsky, my almost five year old understands the zone of proximal development!
Our children are capable. It is our responsibility to nurture, support and empower.
As a carer and teacher, are you;
-compassionate?
-striving for a positive energy imprint?
-providing an empowering environment?
-providing rich, quality resources?
-trusting the capability of your child to explore and make sense of their own world?
-respecting the capabilities of your child by respecting developmentally appropriate pedagogy?
I am capable of compassion and patience.
I am capable of asking for help when I am stuck. I am a capable creator and love working with blocks and materials to construct small world play.
Jarome's pictures and writing from tonight where inspired by an ocean documentary we were watching as we reminisced over the Easter weekend. He demonstrates that he is capable of; holding his pen, asking for support with letter sounds and letter symbols, recalling some of the letter sounds and letter symbols and drawing an image from mind, through pen, to paper.
His independent gravity towards writing and drawing indicates his readiness and the provision of materials allows him opportunity and respects his capabilities to use and care for these. He can successfully put lids back on pens. He can successfully not draw on the couch (Otis is still learning)
Are your children empowered so that they are able to explore and express their capabilities?
I wasnt.
ReplyDeleteThats for sure.
I know now
that was meant for humility.
Yay!
yoo RITE!!
Gotta whole lotta
extraordinary
exponential
exactly.
Wannnum??