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Hi Eimear,
I enjoyed reading your reflection. I liked your example from the STEM lesson, as it is something I have noticed in my own classroom too. Your point about children being influenced by the messages they see at home, in the media and in society is so true. I also agree that using real-life role models and ensuring boys and girls have equal opportunities to take on leadership roles or use equipment during group work are simple but effective ways to challenge stereotypes. These everyday experiences can make a real difference in helping children develop confidence and recognise that their abilities are not determined by gender.I think gender stereotypes can influence children from a very young age, often without them even realising it. Throughout my experience teaching mainly 5th and 6th class over the past seven years, I have noticed that some children still associate certain activities, jobs and school subjects with being for either boys or girls. One example that stands out each year is some girls thinking that Maths, STEM, SESE topics were moreso for boys and that the boys would be “better at it.” This created an opportunity during SPHE to discuss how interests and abilities are not determined by gender.
Development Education methodologies such as discussion, collaborative learning and critical thinking can help challenge these stereotypes in classroom lessons. By encouraging children to question stereotyped assumptions, they can begin to recognise that these assumptions are often unfair and limiting. They can recognise that these stereotypes often affect both sides too. Using books, real-life role models and current events also provides opportunities to challenge traditional views and promote equality in lessons.
I have seen over my years teaching how important it is to create a classroom where every child feels equally encouraged to participate, lead and succeed, regardless of gender. Small everyday interactions, such as ensuring all children to take on different roles and believe in their abilities regardless of their gender can help foster a more inclusive classroom environment.
Hi Siofra,
I enjoyed reading your reflection. I liked how you included a practical example from your own classroom, particularly the discussion around sustainability and fast fashion. It really shows how Development Education can become meaningful when children make connections to their own lives. I have also taught mostly 5th and 6th classes so these discussions come a lot more naturally to this older age group of the school, they are also more inquisitive and initiate and lead these topics themselves. I also agree with your point about linking Development Education with SSE, especially through student voice and wellbeing, as it is a key feature in the new curriculum too.<p class=”PDq2pG_selectionAnchorContainer” data-start=”129″ data-end=”526″>After reading Ehigie (2021), it really made me think about what it means to be a global citizen today. I think Development Education is so important because it helps children realise that the world is much bigger than their own community and that they can make a difference, even in small ways. It also encourages them to think critically, ask questions and see issues from different perspectives.</p>
<p data-start=”531″ data-end=”1253″>Having taught mainly 5th and 6th class over the past seven years, and preparing to teach a mixed 5th/6th class again this year, I have found that older primary pupils are particularly interested in topics such as climate change, equality and gender issues. They often bring discussions from home or things they have seen online into the classroom, and this gives great opportunities to explore these issues in a meaningful way in lessons.</p>
<p data-start=”1258″ data-end=”1919″>Development Education links with School Self-Evaluation (SSE) in schools like the new curriculum focusing on wellbeing and pupil voice. Development Education lets children to collaborate, think critically and develop empathy. It could also become part of a whole-school approach by incorporating global themes across subjects, celebrating awareness days and sharing ideas and resources among staff.</p>
