“21 st century skills: planning for an uncertain future” jon white www.derby.ac.uk

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  • Slide 1
  • 21 st Century Skills: planning for an uncertain future Jon White www.derby.ac.uk
  • Slide 2
  • Introduction Welcome Our challenges Contested visions of quality Measures of success
  • Slide 3
  • www.derby.ac.uk Planning for the future Learning from the past The pace of change Drivers of change Fairness and justice for all
  • Slide 4
  • www.derby.ac.uk 21 st Century Citizen (EU, 2005) 1. A skilled communicator 2. Language and cultural awareness 3. Embraces technological change 4. Flexible and adaptable
  • Slide 5
  • www.derby.ac.uk 21 st Century Child Emotionally literate Included Critical Resilient
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  • www.derby.ac.uk Activity: planned change Three areas of change for which adults can prepare children Growing up At home At school
  • Slide 7
  • 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)
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  • www.derby.ac.uk Activity: unplanned change When resilience is needed Family? Health? Economic?
  • Slide 9
  • www.derby.ac.uk Promoting resilience in children: strategies The key person Relationships Participation Emotional vocabulary (OConner, 2013)
  • Slide 10
  • www.derby.ac.uk Activities to promote empowerment Story telling Free play Role play Diaries Community projects Games Gardening (Trodd,2011)
  • Slide 11
  • www.derby.ac.uk The resilient child will demonstrate Social competence (Citizen:1, 2 and 3) Autonomy (Citizen: 4) Persistence (Citizen: 4) (Newman, 2004)
  • Slide 12
  • www.derby.ac.uk Visions of Quality Conversation between children and adults Understanding liminal places Children as co-constructors (Lam and Pollard, 2006)
  • Slide 13
  • www.derby.ac.uk Conclusions The 21 st century teacher practitioner will Listen to children: 100 voices! Connect with communities Reflect on practice Be entrepreneurial and innovate
  • Slide 14
  • References Clark A & Moss P (2008) Listening to young Children: The Mosaic Approach London: National Childrens 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? Barnardos, London: UK OConner 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
  • Slide 15
  • Thank you J.White1@Derby.ac.uk


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