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Views & Opinion Comment by ALICIA BLANCO-BAY LA


I choose to define today’s world as the era of technologically-connected, emotionally- disconnected people. Although technology has made it possible for us to be connected, it is not always easy to identify emotions without human interactions. This is how teachers encounter young children who are emotionally disconnected with those around them, and have socio-emotional needs that might still go undiscovered.


I choose to define today’s world as the era of technologically-connected, emotionally-


disconnected people. Although technology has made it possible for us to be connected, it is not always easy to identify emotions without human interactions. This is how teachers encounter young children who are emotionally


socio-emotional disconnected w


The target-driven society children are exposed to as soon as they enter an educational environment is, in my opinion, endangering the development of basic socio-emotional needs. The pressure on achievement is making it difficult for teachers to focus on the developmental needs of the children in their care, and curriculum expectations seem to have become a priority over socio-emotional needs.


undiscovered. The target-dr


to as soon as th environment is,


in my opinion, endangering the ey enter an educational


development of basic socio-emotional needs. The pressure on achievement is making it difficult for tea chers to focus on the


developmental needs of the children in their care, and curriculum expectations seem to have become a priority over socio-emotional needs.


Curriculum expectations Curriculumexpectations


The concept of expectation in itself sends out a message that proclaims a sense of uncertainty


The concept of expectation in itself sends out a message that proclaims a sense of uncertainty


ith those around them, and have


iven society children are exposed needs that might still go


emotionally-disconnected people Comment by ALICIA BLANCO-BAYO, Early Years teacher, Kirkham Grammar School


The era of technologically-connected,l emotionally-disconn ected peopl e


The era of technologica ly-connect


and slight fear. An expectation might be defined as a belief that someone will or should achieve something. Therefore, the grammatical connotation of will and should are already denoting it is a MUST. Let’s bring this into an educational context where we are told that one of the aspects we need to focus on is the achievement of set targets. Although we as teachers know that, during Early Years at least, children are developing their individual skills at their pace and that growing up is not a race, we somehow still absorb and feel the pressures that have been created through government policy. I have recently been reading a few articles about brain development and how, although it can be stimulated so that it develops at a sturdy pace, it is so important also to nurture the individual so that the brain experiences positive sensations that simply offer comfort. This again made me think about the pressures we put children under, often without realising, just because it has become acceptable to do so. It encouraged me to observe children with the


and slight fear. An expectation might be defined as a belief that someone will or should achieve something. Therefore, the grammatical connotation of will and should are already denoting it is aMUST. Let’s bring this into an educational context where we are told that one of the aspects we need to focus on is the achievement of set targets. Although we as teachers know that, during Early Years at least, children are developing their individual skills at their pace and that growing up is not a race, we somehow still absorb and feel the pressures that have been created through government policy. I have recently been reading a few articles about brain development and how, although it can be stimulated so that it develops at a sturdy pace, it is so important also to nurture the individual so that the brain experiences positive sensations that simply offer comfort. This again made me think about the pressures we put children under, often without realising, just because it has become acceptable to do so. It encouraged me to observe children with the


AYO, Early Years teacher, KirkhamGrammar School intention of learning about their socio-


Vie ws & Op inio n cted ,


intention of learning about their socio- emotional needs. I managed to put the MUSTs to one side and focused on children as individuals. I looked at the way Fumoto highlights the importance of ‘emotional connectedness’ as an aspect that influences how a teacher might relate to a child, and how the ability to interpret children’s thoughts becomes a key part in any observation of adult- child interaction. This valuable piece of research has become a key factor in the way I connect with children, and how their responses lead the learning. No list of learning intentions from any scheme of work will ever tell me enough about a child, but the interactions that occur spontaneously and are taken wherever the moment suggests, without a doubt will. As Ken Robinson describes it, teachers in each classroom need to assist learning according to each child’s needs, and until that happens children might be directed according to a set of standards that almost certainly will not suit all.


according to each child’s needs, and until that happens children might be directed according to a set of standards that almost certainly will not suit all.


emotional needs. I managed to put theMUSTs to one side and focused on children as individuals. I looked at the way Fumoto highlights the importance of ‘emotional connectedness’ as an aspect that influences how a teacher might relate to a child, and how the ability to interpret children’s thoughts becomes a key part in any observation of adult- child interaction. This valuable piece of research has become a key factor in the way I connect with children, and how their responses lead the learning. No list of learning intentions from any scheme of work will ever tell me enough about a child, but the interactions that occur spontaneously and ar e taken wherever th e moment suggests, without a doubt will. As Ken Robinson describes it, teachers in each classroom need to assist learning


Cyberbullying is on t he rise in sc hools – so howcanwe protect our children?


Comment by CLA


Compare school children of today to thirty years ago and you’ll find some obvious differences. The only screen time available to kids in 1987 was perhaps a cheesy science video on a very square school. Nowadays, screens the children that play on


are as ubiquitous as TV once a month at


them. The pupils of today are the first true digital natives, spending a vast amount of time at school and at home on their devices.


The internet does wonders for a child’s


curiosity, but the proliferation of technologies and the channels through which kids communicate means they now need greater protection than ever before. Unfortunately, bullies are now using chat sites, social media applications and online games to torment their victims.


In November, the Duke of Cambridge announced a new initiative to combat


cyberbullying, empowering young people to take a stand against online abuse.While this is highly commendable, we shouldn’t be losing sight of the duress that many pupils face at school. Tackling online bullying must now be top of the


Decemb e r 2017 2017 LAIRE STEAD,Online Safety Expert rt at Smoothwall


agenda for any educational establishment. Our research found that cyberbullying is the biggest concern for teachers – by a long shot. In a study of teachers up and down the country, instances of cyberbullying have increased in the classroom by 37%in the past year.While equally concerning problems such as radicalisation are on the minds of educational leaders, online bullying remains both the biggest concern and most common problem.


It has the potential to badly affect children’s mental health and confidence, and bring on anxiety and depression. There are now more tools available for schools – such as intellige monitoring and web filtering products


– to allow nt


t eachers to better detect cases of online abuse. ut this isn’t just a technological problem; it’s also social one.


a B


That’s why if we are to tackle the problem


head on, it must be a collaborative effort from the government, educational establishments and social media & technology companies as well as parents at home to safeguard children online. It’s


www


reassuring to see companies such as Facebook, Google, Apple and Twitter taking the issue seriously and joining PrinceWilliam’s taskforce. After all, schools can’t take this on alone. 62% of teachers don’t believe they are fully supported to teach the dangers of online safety and 84% believe the government should be doing more to help train and prepare them around internet safety in the classroom. Teachers feel ill-equipped to tackle some of the bigger online issues around online bullying, radicalisation and online grooming – it’s about empowering not just the children, but the teachers responsible for them too.


Teachers’ responsibilities have changed; they are now not just accountable for a child’ s academic wellbeing, but their social wellbeing too. So as cyberbullying is on the rise in schools, it’s important to arm teachers with the right tools and training to help children take a stand.We can and will stamp out cyberbullying – let’s make sure we build on some of the great work that’s already being done.


www .education-toda y.co.uk.co.uk 91


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