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This module was very interesting and it really made me realise how serious the climate change topic is. For example we have experienced the 3rd hottest July ever, I’m sure when the children come back in September we will be discussing the ‘great weather’ and I think I will use it as a starting point to discuss the topic of climate change in my class. For context I teach very young children!
Three actions – reduce reuse and recycle!! Encouraging children to walk/scooter/cycle to school and reduce electricity usage as much as possible in the classroom.
The Development Education modules in this course will work well with the School Self Evaluation process in my school and I plan to bring more ideas to the school community.Alison, I enjoined your post and your ideas for the activities with your school. They are practical, hands on engaging activities that I think the children would really enjoy and also help them understand that we are all playing a part in climate change.
We have great support in my local school community – particularly we have a local resource centre which is well funded that provides support to families from a mainly social point of view. It’s brings them together for gatherings, provides education sessions ( providing childcare so parents can attend) helps them link in with supports that they may need e.g linking in with the local public health nurse. It’s all very practical support but very helpful.
In our school, we regularly hold parents events, coffee mornings, in class activities, games, multi cultural week – for example on World Book Day we invite parents in to read books to children in their native language. All these things provide a positive & welcoming environment for all in our school community.
Marina, thanks for the information re the Dublin City of Sanctuary I had not heard of it before and looked it up it’s great to know about this. I also really like your idea of the welcome project and I think it’s something that once set up could be very accessible to all!
I’m choosing module 4 Education & inequality. We have a well funded, good education system in our country but unfortunately not all children have the access to it. Supports are not in place for all children, the children who cannot access these supports don’t have the financial advantage to access private supports.
There is a two tier system in place – and it creates an inequality which is very very unfair on children.
I work in an extremely disadvantaged area, which extreme poverty, homelessness, high crime rates and I see everyday how all of these factors contribute to education disadvantage/inequality.
I try to speak to my students about equality but it can be difficult due to their personal situations.I agree Fiona. I work in an area where there is extreme poverty – yet we have multinational company’s building on every corner – the inequality and poverty these children are experiencing daily is heartbreaking.
Gender stereotypes are very evident from an early age. I teach in a Deis band 1 junior school and I see and hear these stereotypes daily in my classroom. For example I would have boys who wouldn’t play with dolls/prams etc as their daddy told them boys don’t play with these toys they are for girls. Now during the parents introduction meeting I make sure to explain how we play/ what we play with etc to try and encourage more flexibility from home as I feel in my own school this is where the problem begins.
Then using different methodologies in in the classroom I encourage the children to play with all toys, it’s a relaxed environment with plenty of choice which I feel in turn leads to children experimenting and playing with all toys and resources. I use circle time slot to introduce new concepts and to have open discussions around this topic which doesn’t make it such a ‘big deal’ then when children do choose to play with different toys.
Colin, I also work in a similar school and would experience the same in my classroom. Sometimes children may even say ‘my mammy says I’m not allowed play with xxx type toys’ it can’t be tricky in these situations but it does open a discussion in the classroom which can benefit everyone in the long run.
On reflection after reading Ehigie’s (2021) paper,I came to the conclusion that Development Education is about more than global issues – It encourages pupils to think critically, share kindness, develop empathy and understand how their actions can make a difference in a positive manner. These are life skills that are an invaluable especially at the times we are living in at present.
I work with younger children – I would use stories, visual supports, role play and practical activities to explore themes such as inclusion, sustainability, kindness and positivity – these can all be linked over the curriculum.
I hope to bring some of the ideas and concepts discussed in the forum to my staff in September to encourage a school wide approach to Development Education. I feel that it isn’t something that would be difficult to implement on a more flexible basis across our school and it’s imperative that we try our best to do same.