EDU10006 Assignnet 3 Essay Teaching and Learning in the 21st Century-1

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EDU10006 Teaching & Learning in the 21 st Century Michelle Gane Student ID 9759549 EDU10006 Teaching and Learning in the 21st Century. Assignment 3: Essay Michelle Gane Student ID: 9759549

EDU10006 Teaching & Learning in the 21 st Century Michelle Gane Student ID 9759549 Upon closer examination of the concept of the global child, it becomes apparent that numerous perspectives and notions exist regarding education and childrearing in the twenty-first century. The influence of culture and education is substantial in these practices, given the ever-changing nature of the child's function in their educational environment. Adult-centered instruction and learning practices have been prevalent throughout history. As advocacy approaches have gained prominence in Australia, politics and globalisation have significantly impacted the comprehension of the rights of the child in the twenty-first century. In pursuit of a more child-centered approach, a substantial modification has been incorporated into the classroom environment during this educational paradigm shift. Due to the substantial influence that a child's culture and beliefs have on his or her development, the global child will be examined. In this essay, concrete illustrations of the consequences of cultural beliefs will be presented. Additionally, the advantages and drawbacks of child-centered pedagogies will be examined, offering a perspective on the educator's responsibility, including their instructional approach in the classroom. In conclusion, a discourse will be led on collaborative-centered pedagogies, encompassing an examination of the advantages of collaborative partnerships in the classroom and instances of such pedagogies in practice, including Indigenous pedagogies. The notion of the "global child" has been profoundly influenced in the twenty-first century due to positive developments in education, culture, and politics concerning the position of children in the global community. The perception of the global child differs across different regions due to the significant influence that culture has on the upbringing and academic experiences of children. The manner in which a child forms positive relationships and interacts with the world is profoundly influenced by their culture, and this has a direct correlation with their cognitive processing (Huang, 2018). The concept of "global childhood" pertains to the recognition that the process of globalisation significantly influences the daily lives of children (James & James, 2012). Increased utilisation and development of technology have characterised the twenty-first century. The transparency of this communication has contributed to a heightened consciousness regarding the direct impact that global events have on children. It is well-known that these occurrences have a substantial effect on the lives of children. Children who are the most vulnerable and who have been directly affected by natural disasters, which are frequently unpredictable global occurrences, are profoundly affected (UNICEF, 2018). The development of children is notably influenced by worldly events. In the twenty-first century, there has been an increased recognition that technological advancements have facilitated global connections, exposing children to innovations in educational practices that have had a profound effect on their learning and growth (Kelly, 2013). This progress has empowered educators to comprehend the varied ways in which children from around the world encounter both their familial and academic environments (James & James, 2012). The ramifications of a global childhood are manifold, encompassing socioeconomic obstacles as well as cultural concerns. Upon examining the ramifications of global childhood, it becomes apparent that children's representation of the belief that every child is entitled to an education,

EDU10006 Teaching & Learning in the 21 st Century Michelle Gane Student ID 9759549 thereby affording them numerous prospects during their formative years and into the future, is influenced by global disparities (OHCR, 2021). It is apparent that children from various parts of the world who participate in early education have the potential to achieve long-term success by making meaningful contributions to society (Legg, 2019). Early socioeconomic status can have a substantial influence on the emotional and social development of a child, potentially resulting in difficulties in the educational setting (APA, 2018). The emotional, social, and physical development of a child can be influenced by their cultural identity, which encompasses their distinct family structures, beliefs, and influences (Maryville, 2022). This distinctive cultural representation is exemplified by the fact that Scandinavian children spend considerable time outdoors as an integral component of their educational and child- rearing routines (Tori, 2022). On the contrary, compared to their western counterparts, children in India frequently attend educational institutions where outdoor space is scarce, leading to an excess of 51 hours spent in the classroom (Indian Education, 2020). Global variations in education and child-rearing practices have a profound effect on the development and comprehension of a child regarding the world. It is indisputable, when examining the correlation between cultural politics and children, that cultural contexts, social practices, and political processes have a significant impact on the global values and beliefs that govern early childhood education. Political objectives, such as sustainable development goals, affiliate with worldwide aspirations that urge all nations to advance prosperity and safeguard the environment. Ensuring the attainment of these objectives during the formative years is crucial for children worldwide, and their uniformity is anticipated on a global scale (United Nations, 2021). Child-centered pedagogies are predicated on the notion that the child's education should be the focal point. In early childhood education, child-centered pedagogies have gained increasing significance in the twenty-first century. This strategy acknowledges the considerable merit of a child-centered approach to education, in which the curriculum is designed in accordance with the child's personal interests. The educators' commitment to expanding their understanding of child development in order to design structured learning environments that promote children's active engagement and independent exploration of ideas is commendable (Langford, 2010). Child-centered pedagogies place significant emphasis on the value of a child's voice, as they acknowledge that children possess the capacity to learn and have the right to make contributions (UN, 1989). One of the numerous advantages of a child-centered pedagogy is that it motivates pupils to investigate their own inquisitiveness. Child-centered pedagogies are considered optimal due to their reliance on play as a means to foster exploration and creativity. The cultivation of positive attitudes towards learning and the expansion of children's interests are facilitated through the implementation of a play-based approach in the classroom (Department of Education and Training, 2019). This is demonstrated in the classroom by instructors who foster an encouraging atmosphere in which students feel comfortable exploring their personal interests. To foster critical thinking and encourage children to investigate scaffolding in accordance with their individual interests, natural building materials are provided to them (Compass School, 2015). Therefore, students develop a sense of proprietorship over their learning

EDU10006 Teaching & Learning in the 21 st Century Michelle Gane Student ID 9759549 environment, which enhances the overall engagement and learning experience for all participants. It is mandatory for educators to evaluate a child's comprehension of a subject of interest through the use of enquiry (NSW Government, 2011). Also presenting considerable obstacles is the incorporation of a child-centered pedagogy. On the contrary, child-centered pedagogy is not without its substantial obstacles, such as impediments to educational access, which hinders the progress of certain children. This approach lacks global recognition, as developing a teacher-centered formalistic approach would be more advantageous for low socio-economic countries where resources may be constrained. (Shan, 2019). A child-centered approach encounters considerable obstacles when applied to African nations. Therefore, educators possess inadequate knowledge and training regarding this methodology, which subsequently hinders their ability to implement a child-centered pedagogy. This strategy necessitates educators who are both enthusiastic and well-trained in order to design a diverse curriculum for their pupils. Teachers must be equipped with appropriate materials and resources that foster critical thinking and problem-solving abilities (Physics Catalyst, n.d.). In numerous cultural contexts across the globe, infants are not regarded as essential learners. Therefore, teacher-led practices are enhanced. Family structure is highly regarded in Asian cultures, where the promotion of self-esteem and confidence is not prevalent; this perspective does not advocate for placing children at the centre of one's financial resources. Incorporating a child- centered pedagogy requires this as a prerequisite (Putnam & Gartstein, 2019). This strategy necessitates sufficient resources, teacher preparation, and unstructured play opportunities that foster children's imagination and creativity. Teachers who lack these competencies and struggle to navigate this methodology in terms of accommodating the diverse requirements of their students may experience feelings of being overwhelmed. This challenge may be surmounted through the provision of sufficient support and training for educators in the classroom. Teachers possess the necessary competencies to effectively model, guide, and facilitate the learning of the students (AISTL, 2014). The premise underlying collaborative-centered pedagogies is that children learn most effectively when concepts are exchanged. As learning is an active and constructive process, collaborative-centered pedagogies pertain to a flexible approach to teaching and learning that incorporates additional worldviews (Smith & Macgregor, 1992). The Early Years Learning Framework facilitates the development of a collaborative-centered learning approach during the formative years, when children's perspectives on children begin to change. This incorporates the surrounding environment and global affairs into their educational journey. Children in the twenty-first century differ considerably from those of the past, due to the substantial impact that contemporary children have had on the global stage. Considering these transformations, educators are required to possess the necessary competencies to comprehend children's perspectives and emotions regarding the world. This can be achieved by engaging in dialogues with communities and families in order to determine the most suitable educational paths for every child. Consider DEEWR (2009). By establishing connections between themselves and the world, children are encouraged to develop into global citizens who recognise the significance of their position within their community. By developing a sense of

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