![]() Recognise the unequal power relations between adults and children that are Particular image of the child at a particular time, but rather of beingĬautious that the image of the child does not limit the possibilities orĭesired learning outcomes of an interaction or activity. This is not a matter of becoming fixated on a Teachers can consciously choose which pair of glasses to wear The child they want to foster through their teaching practices and Images of the child allows teachers to assess both the restraints andĪffordances that each image offers and empowers them to consider which image of Guides them as they design learning environments and enact curriculum. How teachers understand children’s abilities and competencies See and understand children informs the curricular and pedagogical choices they It matters which glasses teachers look through because the way they ![]() Teachers unconsciously wear and through which they come to see children in a Image of the child can be imagined as a pair of glasses that adults and ![]() Why is it important for teachers to reflect on this idea of the image of The images that teachers hold of children determine the actions and interactions they have with them. These constructed ideas about children and childhood act as the foundation that informs teachers’ behaviour – the ways they talk to, listen to and observe children. The concept of the image of the child highlights these constructions and the assumptions they engender – assumptions that influence the vision or understanding teachers and other adults hold of the children they live and work with. The concept of the ‘image of the child’ recognises that the ideas that teachers and other adults hold about children and childhood are created by the societies in which they live: ideas and conceptualisations of children and childhood are social, cultural, political and historical constructions.
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