CHILDREN NEED TRAINING – CONTINUED

In educational terms, we would do well to think in the same way. Frazer Mustard pointed out that brain malleability – its capacity for development and absorption – declines precipitously from birth to three years old, continuing to fall sharply until age ten. Brain malleability then plateaus and continues a gentle descent that parallels the increasing chronological enhancement of the individual. He points out that young and impressionable individuals have fewer resources for their development than older individuals. I feel this follows in educational terms – to the detriment of children.

Educationally speaking, resources tend to be prioritised toward tertiary, senior secondary and junior secondary students in that order. Then come upper middle and finally lower primary children.  (There is some recent focus on primary-age children, but the longevity of this focus is yet to be confirmed.) There seems to be a belief that the older children and students are, the more that has to be devoted to their education because of accountability factors. It often seems the only thing considered when measuring educational development is how well children do in Literacy and Maths.

I worry about the short-sightedness of measurement tools considering only one developmental domain.

The holistic (I sometimes use the term ‘holistic’ for impact) conception of development is a much more rational and logical alternative. It takes account of children’s social, emotional, and moral/spiritual development. 

There is a sad juxtaposition attached to this issue. On the one hand, we read of the desires of educators to develop children in a complete, rounded and fulfilled manner. On the other hand, we have acquiescence in the ‘narrow gauge’ rather than the ‘broadband’ measurement. We focus on academics, forgetting or minimising our appreciation of the other elements that should be part of the developmental framework.

Routines and procedures are the linchpins on which sound classroom development is predicated. While much of the reutilisation does not directly impact academics, processes and procedures help develop children as whole people. Developing a maturing personality has benefits such as enhanced attitudes to work and learning.

The environment and atmospheric ‘set’ are critical to focusing children and students on work and education. Outcomes are enhanced if procedures are in place to help make things work better.

This training needs to precede learning. Rules outlined in an earlier article translate into positive attitudes, quality routines and a wholesome classroom operational manner. This is on a day-to-day basis, not an ‘occasional’ or ‘sometimes’ basis. Procedures in place become operational precepts, which become ingrained as practised habits. Good habits. Children’s attitudes regarding classroom care, property management and respect for resources build atmosphere and promote harmony within the learning environment.

To be continued