Week Eight: Real Life Situations and Active Learning Processes

Reflection 

The changing landscape of the early years classroom and growing diversity of students in Australian schools has brought about a relatively new culture of respect for children as young people whom actively contribute to their own education and construction of knowledge.

As part of the five contexts for learning it is necessary to provide students with lessons that contextualise real-life situations to make students aware of diversity and the world around them⁶. In this week's reading, Louise writes an interesting article on the use of story telling to discuss social justice issues with students aged five to six years old. I found it absolutely fascinating that Louise addressed issues of environmental degradation, child labor and dislocation with students so young². I agree that in the right context, exposure to real-life situations and issues that children will eventually face and come to understand in adulthood, will advance their ability to become informed and active citizens to function effectively within society as young adults². 

It is our role as teachers to critically examine everyday practices of early learning setting and actively listen and  respond to children’s concerns, ideas and choices. As for planning, the collective decision-making and action-taking for active community participation should be encouraged through open discussion with students. I will encourage students to ask questions to make sense of the world they live in, as learner diversity has been at the forefront of my teaching philosophy since first year. Influenced by my understanding and respect for Australia's multiculturalism since childhood, respect for diversity was strongly embedded into the educational practices of both my school and home life. The effects of globalisation impact on all families and children and should be a personal commitment of all teachers to have respect, cater for and understand the diversity of families and rich perspectives they bring to classrooms¹. 


  

We have discussed and reflected upon cultural difference in numerous tutorials. Debate through discussion as to how we would act in particular situations was a useful metacognitive activity in actively thinking about how we will address learner diversity in our own classrooms. I researched further to find a suitable framework for preparing culturally responsive teachers.

Culturally responsive teachers⁵:
1. Are socially conscious
2. Have affirming views of students from diverse backgrounds
3. See themselves as responsible for and capable of about change to make schools more equitable 
4. Understand how learners construct knowledge and are capable of promoting knowledge construction
5. Know about the lives of their students 
6. Design instruction that builds on what their students already know while stretching them beyond the familiar 

Bibliography:

1. Braise, M. & Nuttall, J. (2011). Learning to Teach in the Early Years Classroom. South Melbourne, Victoria: Oxford University Press.

2. Phillips, L. (2010). Social justice storytelling and young children's active citizenship. Discourse: Studies in the cultural politics of education, 31(3), 363-376. 

3. Phillips, L. (2013). Week Eight: Real life situation and active learning processes [Powerpoint Slides]. Unpublished manuscript, EDUC2704, University of Queensland, St Lucia, Australia.  

4. Pratt, R (2010). Practical possibilities and pedagogical approaches for early childhood education for sustainability. In J. Davis (ED.) Young Children and the Environment. Cambridge University Press: Melbourne, (pp.104-129). 

5. Villegas, A. M., & Lucas T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. doi: 10.1177/0022487102053001003

6. The State of Queensland (Queensland Studies Authority) (2006). Early years curriculum guidelines. Brisbane: QSA