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“21 st Century Skills: planning for an uncertain future” Jon White

“21 st Century Skills: planning for an uncertain future” Jon White. www.derby.ac.uk. Introduction. Welcome Our challenges Contested visions of quality Measures of success. www.derby.ac.uk. Planning for the future. Learning from the past The pace of change

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“21 st Century Skills: planning for an uncertain future” Jon White

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  1. “21st Century Skills: planning for an uncertain future” Jon White www.derby.ac.uk

  2. Introduction • Welcome • Our challenges • Contested visions of quality • Measures of success www.derby.ac.uk

  3. Planning for the future • Learning from the past • The pace of change • Drivers of change • Fairness and justice for all www.derby.ac.uk

  4. 21st Century Citizen (EU, 2005) • A skilled communicator • Language and cultural awareness • Embraces technological change • Flexible and adaptable www.derby.ac.uk

  5. 21st Century Child • Emotionally literate • Included • Critical • Resilient www.derby.ac.uk

  6. Activity: planned change Three areas of change for which adults can prepare children Growing up At home At school www.derby.ac.uk

  7. Change is part of life • Managing change needs cognitive training • Planning for change takes time • However, when the unexpected things happen… you are better able to manage. • Resilience grows over time. (Foley et al, 2008) www.derby.ac.uk

  8. Activity: unplanned change When resilience is needed Family? Health? Economic? www.derby.ac.uk

  9. Promoting resilience in children: strategies • The key person • Relationships • Participation • Emotional vocabulary (O’Conner, 2013) www.derby.ac.uk

  10. Activities to promote empowerment Story telling Free play Role play Diaries Community projects Games Gardening (Trodd,2011) www.derby.ac.uk

  11. The resilient child will demonstrate • Social competence (Citizen:1, 2 and 3) • Autonomy (Citizen: 4) • Persistence (Citizen: 4) (Newman, 2004) www.derby.ac.uk

  12. Visions of Quality • Conversation between children and adults • Understanding liminal places • Children as co-constructors (Lam and Pollard, 2006) www.derby.ac.uk

  13. Conclusions The 21st century teacher practitioner will • Listen to children: 100 voices! • Connect with communities • Reflect on practice • Be entrepreneurial and innovate www.derby.ac.uk

  14. Clark A & Moss P (2008) Listening to young Children: The Mosaic Approach London: National Children’s Bureau Clifford R and Pianta R (2010) Transitions for Young Children: Creating connections across early childhood systems New York: Brookes Foley P & Leverett S (Eds) (2008) Connecting with Children: developing working relationships Maidenhead:Policy Press/ OUP Lam M and Pollard A (2006) A conceptual framework for understanding children as agents in transition from home to kindergarten, Early Years, 26, 2 p123 – 141 Newman T (2004) What Works in Building Resilience? Barnardo’s, London: UK O’Conner A (2012) Understanding Transitions in the Early Years: Supporting change through attachment and resilience Oxford: Routledge Raley Y and Preyer G (2010) Philosophy of Education in the Era of Globalization Oxford: Routledge Symonds J (Forthcoming, 2015) Understanding School Transition: What happens to children and how to help them Oxford: Routledge Trodd L (2011) Transitions in the Early Years: Working with children and families London: Sage References www.derby.ac.uk

  15. Thank you J.White1@Derby.ac.uk www.derby.ac.uk

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