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Ways in which school can work for the holistic development of the child

Blog Entry: Ways in which school can work for the holistic development of the child

Blog Entry: Ways in which school can work for the holistic development of the child
Posted by: violarose
Posted: September 8, 2021, 8:10:52 AM
Updated: September 8, 2021, 7:57:58 AM
In our time, the education system is often focused on cognitive development in its narrow sense, with an emphasis on the transfer of meaningful knowledge, often to be memorized and repeated in the same form in which it was received. Lessons in math, science, reading - and testing these knowledge and skills - dominate the curriculum. While these subjects are important, learning involves much more than just acquiring an inert knowledge of algebra or chemistry. Such a narrow approach does not take into account the specifics of the child's learning and development, contributing to his socialization, emotional well-being, and the formation of his civic identity. After all, children are complex creatures; their development must be comprehensive and holistic.
Recent research in neuroscience, developmental and educational psychology, sociology, and many other fields confirms that an integrated approach is not only desirable but also necessary for children to learn well. Two comprehensive reviews of research on child development and learning suggest that:
the development of brain functions is facilitated by consistent, stable relationships, friendly communication, and modeling of productive behavior. Brains develop most productively when children feel secure physically and emotionally, when they feel actively involved in the educational process. Especially when writing a written work. To feel safe will help which is good at its job. With its help, the child can quickly enter the educational process;training includes various aspects: social, emotional and academic. Positive relationships - including trust in the teacher and positive emotions - foster a desire to learn. Negative emotions such as fear of failure, anxiety and self-doubt reduce the brain's ability to process information and learn. Children need to be taught how they can deal with and manage emotions. For example, you can teach them how to cope with writing an essay. And this will help which will be a very good helper. So the child will grow in self-confidence;life difficulties that children face in one way or another cause stress for many, and it also affects the child's learning and behavior. At the same time, it is very important how teachers react to this. Positive, stable relationships, when adults are compassionate and able to listen to and understand the child, can greatly mitigate the consequences of even serious problems.To understand serious problems you need to listen to the child and understand what his problem is. If he does not have time to write an essay then will help him with this. Thus, you will not only listen but also give advice to him in writing.[/ul]
At the Learning Policy Institute, as part of a new pedagogy initiative, we have compiled these scientific findings to understand how educational organizations can best contribute to children's development. We have identified four pillars of success that enable us to care for and develop children: a positive school climate, effective learning strategies, social and emotional development, and personalized support. Listed below are the conclusions about why these components are so important and how to apply them in practice.
Creating a supportive environment that fosters strong relationships between educators, learners and parents
In a recent national survey, only 30% of high school students rated their school environment positively. Many schools today are based on outdated concepts from the early 20th century that mimic the factory model: teachers see hundreds of students a day and work like an assembly line. This does not allow the teacher to take into account the characteristics of a particular student.
Creating a positive school climate based on strong relationships provides the foundation for effective learning. To perform well in school, children need to feel safe in the learning environment and included in the team. Some of the factors that contribute to the formation of a psychologically comfortable educational environment are listed below:
[li]smaller size of the school and study group, class;[/li]
[li]situations when teachers stay with the same students for more than one year (within the same or different educational programs);[/li]
[li]consultations with learners and parents (individually or in small groups), which allow discussing the learning process and personal difficulties;[/li]
[li]observance by the teacher of the principle of the value and importance of each student;[/li]
[li]regular parent-teacher meetings and / or visits by teachers to students at home in order to create a relationship between the family and educational environment;[/li]
[li]the availability of opportunities for teachers to express themselves in joint projects, in interaction with colleagues.[/li]
For example, one way to help student learners feel like they are part of a community is to involve them in the development of general norms and rules of behavior in the classroom, which are recorded and regularly mentioned. At the same time, it is important to ensure that everyone follows these rules. This transforms children from a group of individuals into a community. It is also important that the educator provides adequate support to students of any level of achievement so that the child does not feel unsuccessful. This is especially important for children who received harsh, contradictory, or simply non-pedagogical assessments of their abilities from adults.
There are many ways to create a sense of community. For example, joint excursion walks in significant places of the city (district) can help the teacher better understand the students, find out their interests and hobbies, and see them from a completely different perspective. This method seems to us especially effective if the excursion is organized jointly with other subject teachers - this is both the exchange of experience and the transfer of new knowledge to children: after all, one teacher can better tell about history and architecture, and the other about the surrounding ecosystem ...
In general, a positive school climate is aimed at developing deeper, trusting relationships between adults and children. This contributes to the formation in students of a sense of security, reliability and belonging to a common cause, to a team, which, in turn, affect educational results.
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