This approach to learning and teaching in Studies of Society and Environment materials is supported by current educational and psychological theories, including social constructivism and critical theory. The social constructivist theory recognises that knowledge is (re)constructed by each person in response to reflection on acquired knowledge and experiences, and during interactions with others and materials in their environment. Critical theory is concerned with change and social action. Through activities, which investigate multiple perspectives related to social and environmental issues relevant to the students’ lives and local community, students begin to appreciate the different perspectives people have of values and value issues, and how aspects of diversity, including culture, gender, family structure and group membership can influence these perspectives. The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (1999) affirms use of approaches which enable young people to engage ‘all effectively with an increasingly complex world’ that includes advances in technology, communication, increased global mobility and migration and challenging social and environmental issues. Emphasis on schools as learning communities where students and families work in partnership with the wider community is reinforced through goals such as: Schools should develop fully the talents and capacities of all students. In ‘1. particular, when students leave schools they should: have the capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organise activities and to collaborate with others have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family, community and workforce members.’ These goals acknowledge collaborative efforts of groups of learners as sources of learning, and imply the need for implementation of quality teaching and learning practice. Teachers in the early years construct curriculum from understandings about children and from understandings about an outcomes approach using syllabus documents and associated materials. Aspects of this active construction of curriculum by early childhood teachers includes: planning flexible learning environments establishing partnerships that support learning exploring aspects of curriculum related to an outcomes approach, including concurrent considerations of curriculum, pedagogy and assessment gathering evidence of students’ demonstrations of learning outcomes in a range of learning contexts including play, real-life situations, investigations, transitions and routines, and focused learning situations. The following table provides an overview of the roles of the young students and teachers in environments that promote social constructivist and critical perspectives. Learning and Role of young students Role of teachers teaching practices sharing active participants in encourage conversations, understandings and cooperative activities dialogue between all skills stakeholders in the learning community
This approach to learning and teaching in Studies of Society and Environment materials is supported by current educational and psychological theories, including social constructivism and critical theory. The social constructivist theory recognises that knowledge is (re)constructed by each person in response to reflection on acquired knowledge and experiences, and during interactions with others and materials in their environment. Critical theory is concerned with change and social action. Through activities, which investigate multiple perspectives related to social and environmental issues relevant to the students’ lives and local community, students begin to appreciate the different perspectives people have of values and value issues, and how aspects of diversity, including culture, gender, family structure and group membership can influence these perspectives. The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century (1999) affirms use of approaches which enable ‘all young people to engage effectively with an increasingly complex world’ that includes advances in technology, communication, increased global mobility and migration and challenging social and environmental issues. Emphasis on schools as learning communities where students and families work in partnership with the wider community is reinforced through goals such as: ‘1. Schools should develop fully the talents and capacities of all students. In particular, when students leave schools they should: have the capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organise activities and to collaborate with others have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family, community and workforce members.’ These goals acknowledge collaborative efforts of groups of learners as sources of learning, and imply the need for implementation of quality teaching and learning practice. Teachers in the early years construct curriculum from understandings about children and from understandings about an outcomes approach using syllabus documents and associated materials. Aspects of this active construction of curriculum by early childhood teachers includes: planning flexible learning environments establishing partnerships that support learning exploring aspects of curriculum related to an outcomes approach, including concurrent considerations of curriculum, pedagogy and assessment gathering evidence of students’ demonstrations of learning outcomes in a range of learning contexts including play, real-life situations, investigations, transitions and routines, and focused learning situations. The following table provides an overview of the roles of the young students and teachers in environments that promote social constructivist and critical perspectives. Learning and teaching practices Role of young students Role of teachers sharing understandings and skills active participants in cooperative activities encourage conversations, dialogue between all stakeholders in the learning community
research_qscc_sose_early_02.docx