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

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

www.derby.ac.uk

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

• Drivers of change

• Fairness and justice for all

www.derby.ac.uk

21st Century Citizen (EU, 2005)

1. A skilled communicator

2. Language and cultural awareness

3. Embraces technological change

4. Flexible and adaptable

www.derby.ac.uk

21st Century Child

• Emotionally literate

• Included

• Critical

• Resilient

www.derby.ac.uk

Activity: planned change

Three areas of change for which adults can prepare children

Growing up

At home

At school

www.derby.ac.uk

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

Activity: unplanned change

When resilience is needed

Family? Health? Economic?

www.derby.ac.uk

Promoting resilience in children: strategies

• The key person

• Relationships

• Participation

• Emotional vocabulary (O’Conner, 2013)

www.derby.ac.uk

Activities to promote empowerment

Story telling

Free play

Role play

Diaries

Community projects

Games Gardening (Trodd,2011)

www.derby.ac.uk

The resilient child will demonstrate

• Social competence (Citizen:1, 2 and 3)

• Autonomy (Citizen: 4)

• Persistence (Citizen: 4)

(Newman, 2004)

www.derby.ac.uk

Visions of Quality

• Conversation between children and adults

• Understanding liminal places

• Children as co-constructors (Lam and Pollard, 2006)

www.derby.ac.uk

Conclusions

The 21st century teacher practitioner will

• Listen to children: 100 voices!

• Connect with communities

• Reflect on practice

• Be entrepreneurial and innovate

ReferencesClark 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

www.derby.ac.uk

www.derby.ac.uk

Thank you [email protected]