The following paper aims at the illustration of a directive method in terms of providing a conceptual learning to the children at their early childhood. A pedagogical method is going to be considered in terms of educating the early learners thus enlightening them with a conceptual thought process of the contemporary social issues. In this regard, four contemporary social issues have been chosen. The purpose of this paper is going to be acknowledging the children with the basics of the social issues so that they can be developed with the thought process of how to create their own standpoint with due course of the physical and psychological development. As the children are expected of accepting the social complexities and deal with the problems in near future this needs to be encapsulated with their existing mental state.
Hall, B. L., Clover, D. E., Crowther, J. I. M., & Scandrett, E. (2011). Social movement learning: A contemporary re-examination.
The document lists and discusses “Social movement learning”: A contemporary re-examination (2011), poverty is one of the most complex states that the world in the twenty first century has been greatly suffering from. As per the definition of the International Federation of Social Workers, it can be stated that poverty is nothing but a human condition that has been directed by continuous and chronic dispossession or deprivation of resources, capabilities, security and fundamental choice of a certain class of people or population of a particular region”. In order develop a comprehensive understanding of this specific study Hall, Clover, Crowther & Scandrett’s paper “Social movement learning: A contemporary Re-Examination” can be taken into consideration. The article has been written as an academic scholar paper illustrating the privileged position of social movement and its dire backgrounds. The authors have focused on multiple dimensions of social injustice. However, they have stringently focused on the practicing culture of democratic and fundamental rights of every individual. As a matter of fact, this has to be taken into certain consideration pertaining to the effective understanding that there is a clear chance to move on to the effective social justice addressing to the level of poverty. The authors have used the term “privileged sites” for those who are economically advanced because of specific social structures.
In this context, the method of educating the children in terms of creating the effective thought process would be linked with ZPD (Zone of Proximal Development). In this context, the teachers need to identify the zone of proximal development of each and every learner that is resent in the classroom. The lacuna between, what a child can learn and what it cannot, need to be detected so as to provide a firm concept about social process. According to Vygotsky, there is a certain need for the entire understanding of the process that has been stated with the fact that there is a certain need of the understanding of the process that would address the basic concept for the entire understanding. The children need to be empirically addressed by the educators while introducing them to the social issue. Since the children at their early stage are not able to find out how effective this would be, taken into certain consideration pertaining to the effective process of the thought culture. At the vulnerable stage the children are supposed to be taken into certain consideration pertaining to the effective understanding that has to be taken into certain consideration that has been taken into determination of the issues that has been taken into certain consideration so as to finalize how effective understanding of the process that has to be taken into certain consideration with the effective understanding of the process in this case. While strategizing the process, the teachers need to develop a comprehensive understanding of Piaget’s cognitive development theory and address to the learners according to their stages. This study is to be injected during the intuitive thought sub- stage (age group 5-7).
“Correa-Velez, I., Gifford, S. M., & Barnett, A. G. (2010). Longing to belong: Social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia. Social science & medicine, 71(8), 1399-1408.”
The document discusses the issues refugees face. One of the major plights behind the settlement of the refugees is the separation from the family. In an early stage a child can never comprehend the concept of being a refugee. However, a rudimentary idea can be sprouted. In this regard, an article has been followed that deals with the governments’ obligation for refugee settlement. According to Correa-Vele, Gifford & Barnett (2010), millions of youths in Melbourne are highly submissive to the fundamental right they are supposed to practice in the government sector. Since this has been a problem oriented with the African and Asian or the indigenous tribes within the country, the landless people in search of place to live and food to eat and job to survive have been toiling for months to take refuge in the country. The major problems have been their detachment from their family. The article however does not address to the basic factor of the emotional attachment of the youths’ family who have been deserted by them.
“Longing to belong: Social inclusion and wellbeing among youth with refugee backgrounds in the first three years in Melbourne, Australia Social science & medicine” (2010), states that most of the child learners are quite vulnerable at the pre-operational and concrete operational stage. This has to be taken into certain consideration pertaining to the effective understanding of the factor that has been taken into certain consideration with the effective understanding of the fact that there is a clear chance to provide effective learning to the entire understanding of the issues provided by the most of the cases. The strategy of the educators would be to provide a rudimentary concept of who the refugees are. However, this definition ought to be impartial and unbiased towards a particular race so that no derogatory viewpoint is developed in the mind of the children.In this case, the children are supposed to be to sympathizing them by realizing the value of family. The teachers ought to be making the children develop emotional consideration of the family values and then that can be linked with what their consideration about the refugee settlement.
Thabet, A. A., & Vostanis, P. (2000). Post traumatic stress disorder reactions in children of war: a longitudinal study. Child abuse & neglect, 24(2), 291-298.
Post-traumatic stress disorder reactions in children of war: a longitudinal study. Child abuse & neglect (2000) states that the Children of War or War Child are a term, often a derogatory one that aims into addressing the fact that this has to be taken into certain consideration pertaining to the effective understanding of the entire case. As a matter of fact this has to be taken into certain consideration pertaining to the effective understanding of the fact that there is a clear chance to fight with the epic battle of the identification of the children in the war time. Identity becomes a major concern for the war child. In this case a comprehensive idea can be built with the effective understanding that has to be borne by the basic criteria with the effective conceptualization of the case. Thabet & Vostanis’s (2000) scholarly article “Post Traumatic Stress Disorder Reactions in Children of War” focuses on the identity crisis and health concern of the children. The pedagogical concept should be taken into certain consideration that this method needs to be aimed at the overall concept development of learners. According to Vygotsky, the contingent development of a child needs to be interpreted through social identity. Since the educators are highly responsible for the overall development of the children, this must be taken into certain consideration.