Diversity is like a mat with woven patches where each patch adds a unique colour and function to the whole. For a developing child and family, these diverse unique experiences shape the learning and understanding of self and others. A child that grows in a diverse early years environment will develop a positive self esteem and is on track to being a “Global child”.
In today's political environment, where freedom of speech is being challenged daily, and political correctness has become the new moral compass by which everyone must navigate. How do you integrate diversity in a positive way into early years education when opinions on multiculturalism, gender vs sex, and transgender issues are so polarising within the British public?
Equally, how do you reconcile the notion of the "global child" with the large percentage of the UK that are currently struggling with the consequences of diversity and hoping to regain a sense of sovereignty within Britain.
Very interesting topic, and certainly one that can't be addressed with a discussion on the political agenda of right and left at present in the UK.
Sorry I mean *without a discussion on politics
The Global child and the two diverse ways of learning and interacting
I read your quote about the woven mat which I found very figurative in really illustrating and embodying the concept of inclusion.
I agree that human beings, whether being children or adults, equally contribute to a colourful interconnected pattern that makes sense as being kept in its entirety and that creates and consolidates the child's identity and belonging as being a unique and precious piece of an inclusive mosaic of traits, ideas and values brought to life by individualities.This reflection highlights the existence of an indissoluble relationship between the role of individuality and collectiveness creation and preservation.
I found fascinating reading about your description of face to face tutorials and online ADOBE sessions as being two diverse and effective ways for students to learn, interact and study independently.
I also found interesting the idea of students developing a "social presence" (Kear, 2010) and of them being social creative learners (Phillips, 1995) which then enable tutors to plan sessions effectively based on student's feedbacks and contributions.
I believe that a consistent balance of video, audio and written communication can support learning and increase motivation whilst allowing students to be independent and study at their own pace.