What Makes a Child-Friendly Learning Environment?( UNICEF) In the School The school environment is: a place where childrens opinions and needs are included a place where peace and gender equity are upheld and differences of class, caste and religion are accepted a place where opportunities for childrens participation are extended, both inside the classroom, and in the community accessible to all, including those with learning disabilities, and those who are pregnant safe and secure, free from violence and abuse, sale or trafficking a place where children take responsibility for their learning a place where healthy lifestyles and life skills are promoted above all, a place where children learn The school resources safe water and sanitation facilities, first aid supplies age-appropriate furniture, and resources within reach (bookshelves, chalkboards) The Curriculum The curriculum should contain at least: Knowledge - language - mathematics - science - social studies Skills - literacy - numeracy - life skills Values - human rights - moral and spiritual values Processes - age-appropriate, child-centred, gender sensitive and linked to experience - freedom of expression, creativity, association; play and recreation; free from physical and mental violence; linked to childrens rights with key learning outcomes Teachers appropriate training in learning centred education so that children participate actively, individual differences are respected, and childrens well-being is promoted opportunities to foster professional skills so that children can achieve desired learning outcomes understanding and monitoring childrens rights able to communicate goals for schooling to parents and others in the community educational materials, textbooks, writing tools, and learning resources are gender sensitive and encourage active learning in a language which children can understand flexible schedules to accommodate out of school responsibilities offering a adequate instruction time for learning in key curriculum areas offering a range of learning options establishing schools where children live and work building education systems which support childrens learning as a first priority focusing supervision on teacher improvement rather than covering the curriculum In the Community viewing home and community as sources for childrens learning involving parents in school management and learning activities providing parents with freedom of access to information about childrens learning so that they can put into practice at home what is learned in school.
Posted on: Mon, 08 Sep 2014 11:30:35 +0000
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