Pedagogical Implications

Child poverty has a range of long lasting effects on children’s education. It is discouraging to see so many children either drop out of school or not attend a school at all. The ExpertAdvisory Group on Solutions to Child Poverty (Boston & McIntosh, 2012) has gathered data and created graphs which show how child poverty contributes to lower educational outcomes for children and society. It also states if action is not taken soon to alleviate child poverty then society will suffer as many members will not be able to contribute to the everyday functioning and will become dependent on benefits, which continues the existence of poverty.

Children living in poverty often have limited access to high quality education through which they can achieve goals and gain qualifications (Duff, 2011). Teachers throughout the educational system are faced with pedagogical implications that alter the way they teach so they can be effective teachers and can encourage achievement for all children.

I believe that in today’s society one of the biggest pedagogical implications teachers face is that they are having to become more involved with outside agencies before they can begin to teach children. Knowing what these agencies do and can do for a child living in poverty in relation to educational achievement is phenomenal.

Teachers understand that some children often come to school with no food for the day and without having breakfast. How are children meant to learn on an empty stomach? We as adults know concentrating on tasks is not manageable when we are hungry.

Children often come to school with no shoes and in shorts and tshirts when it is cold and wet outside. This is due to basic necessities not being able to be provided. Teachers would prefer children to be warm and dry inside the class to provide children with the optimal learning environment.

Agencies like Kids Can work alongside schools to provide children with simple need such as breakfast and lunch as well as footwear and a rain jacket for cold dismal days.

Once teachers have become familiar with these agencies then the real work begins. Children can concentrate and begin to realise they can achieve their own goals. Teachers are aware of developmentally appropriate practice and provide children with quality care, experiences and work that will be manageable and is suitable for an individual child. Most importantly teachers understand that each child will develop at their own rate. If their mental, emotional and physical wellbeing are being nurtured the child will feel safe and secure and it is only then that they will begin to learn.

(Berk, 2010; Feeney, Christensen, Moravcik & Nolte, 2009; Ministry of Education, 1996).

References:

Berk, L. E. (2010). Development through the lifespan (5th ed.). Boston, MA: Allyn & Bacon.

Boston, J., & McIntosh, T. (2012). Solutions to child poverty in New Zealand evidence for action. Retrieved from: http://www.occ.org.nz/__data/assets/pdf_file/0008/10151/Child_Poverty_Report_Web.pdf

Duff, M. (2011). UN rebukes New Zealand for child poverty and abuse. The Dominion Post. Retrieved from ProQuest Central Database.

Feeney, S., Christensen, D., Moravcik, E., & Nolte, S. (2009). Who am I in the lives of children? An introduction to early childhood education (8th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Kids Can Supporting Disadvantaged Kiwi Kids. (n.d). Retrieved March 10, 2013 from www.kidscan.org.nz

Ministry of Education. (1996). Te Whāriki: He Whāriki mātauranga mo ngā mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand: Learning Media.