Subir Shukla

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Giulia Sissa

Ucla

Carlos Barros

University of Santiago de Compostela

Frédérique Langue G.

Centre National de la Recherche Scientifique / French National Centre for Scientific Research

JAIME VIZCAÍNO SÁNCHEZ

Universidad de Málaga

Vojislav Sarakinski

Ss. Cyril & Methodius University in Skopje

Gabriel Cid

Universidad San Sebastián

Roberto García Ferreira

Universidad de la República

César Rina

Universidad Nacional de Educación a Distancia

Guilherme Moerbeck

UERJ - Universidade do Estado do Rio de Janeiro / Rio de Janeiro State University

Fábio Franzini

Universidade Federal de São Paulo (UNIFESP)

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Papers by Subir Shukla

Learning in Early Childhood

Child Development and Education in the Twenty-First Century, 2019

In this chapter, we begin by looking at principles and practices involved in enriching learning d... more In this chapter, we begin by looking at principles and practices involved in enriching learning during early childhood, taking a view informed by the culture and context in which children grow. Children in the age group birth to three years benefit from sensory experiences, in particular touch and actions designed to elicit a response. Engaging and interacting with infants at home or in a creche includes a range of spontaneous and planned activities, such as a ‘conversation’, play, song, dance and shared book reading. As children grow older and begin to explore, being an ‘assistant’ to them helps them develop autonomy. This is also the period when children’s learning is more implicit, and their explorations lay the foundation for conceptual systems, mathematics and language. Preschoolers (3–6-year olds) make the transition from home to an early childhood and/or a day-care centre. In this stage, they display more explicit learning and therefore more than direct instruction, they gain from being involved in meaningful activities that build on their agency. Their development is enhanced greatly by adults asking open-ended questions, conversing with them and supporting metacognitive skills. During the early school years (6–8 years) children make yet another transition, to formal school where they come in contact with a larger social sphere and the dominant culture in their area. In this phase, when the child is going through the pre-literacy and pre-numeracy stages, giving space to the knowledge and experience children bring to school is essential to their success in learning. A thoughtful application of the aspects that make play a valuable experience can provide adults a means of engaging children and enabling them to construct their own understanding. As children now spend a considerable part of their daily lives in formal institutions, it is also worth examining how the built environment they encounter may promote their learning.

Remodelling school as a social space

On a field trip to UP in 1995, I visited a school in a remote area. At the time it was being rumo... more On a field trip to UP in 1995, I visited a school in a remote area. At the time it was being rumoured that a big World Bank scheme that had funded infrastructure development of schools was being discontinued. Everyone was worried, afraid that once the funds stopped flowing, the school’s infrastructure would ‘fall apart’. However, a teacher said something that completely changed my view on education. ‘I’m not worried for my school at all,’ he insisted, ‘because my school is not in the building or the furniture or the supplies – it’s in what happens between my children and me. People can come and remove the doors or even the bricks, but they can’t destroy my school

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Middle Childhood and Adolescence: Development and Learning

Child Development and Education in the Twenty-First Century, 2019

In middle childhood and adolescence, learning and skills are strengthened, the child’s social wor... more In middle childhood and adolescence, learning and skills are strengthened, the child’s social world expands and the foundation for identity development is laid. Participation in school is seen as a defining feature during this period, though children’s lives are obviously much more than this. Due to social inequalities, the benefits of being in school do not accrue equally to all, leaving large sections of society disadvantaged. Children attain greater independence during middle childhood and undergo dramatic growth and development during adolescence. However, not all cultures regard adolescence as a distinct stage, though Western conceptions of this stage override other views. Physical, motor and neurological development continues at a rapid pace during middle childhood too. Supporting children to be active during this phase is important. The maturing brain enhances children’s capability for analytical and reflective thought. Self-directed interactions and metacognition are key to children’s cognitive development and learning, in keeping with their contexts. A constructivist approach and promoting the social construction of knowledge builds on the characteristics of this stage. Children’s social world expands beyond the family now – comparisons begin to shape their identity, with the school in particular having a powerful bearing. As they enter middle childhood, children may experience discrimination, marginalization, or exclusion, that have negative consequences, both for the present and the future. School can support the cognitive development of children through meaningful activities that engage and generate reflection. It is important that where educational technology is being used, a similar engagement be promoted. Creating a warm and welcoming atmosphere in the school would go a long way in supporting cognitive, socio-emotional and identity development of children.

Child Development and Education in the Twenty-First Century

Education in a Changing World

Child Development and Education in the Twenty-First Century, 2019

The rapidity of transition we experience today is bringing great gains to humanity while also cre... more The rapidity of transition we experience today is bringing great gains to humanity while also creating disruptions and generating uncertainties. New ways of living as well as new livelihoods will be needed, compelling us to shift away from the present ‘culture transfer’ and examination-oriented model of education to a process-oriented, child-centred one. A more discerning approach to parenting is important too.

Children and Education: Reflecting Back and Looking Forward

Child Development and Education in the Twenty-First Century, 2019

No era starts in a vacuum but builds on what has been said, experienced and put into practice ove... more No era starts in a vacuum but builds on what has been said, experienced and put into practice over millennia. Highlighting this, we present themes and perspectives drawn from diverse contexts and times that are relevant to our situation today. A brief historical survey of perspectives on children and education, from the ancient times to the present, captures the views of various thinkers, theorists, practitioners and philosophers. What emerges is that the holistic development of children and society, encouraging students to think for themselves and conversing with students rather than providing explanations are ideas that have been held for thousands of years. This survey brings out questions related to the balance between the ‘traditional’ and the ‘modern’, the tension between equality and privileging a few, preparing children for life rather than just a career, and valuing and preserving diversity while also enabling all to participate in the ‘global’.

Low-cost Private Education

In recent years developing countries have expanded their government education systems in an attem... more In recent years developing countries have expanded their government education systems in an attempt to meet the Millennium Development Goals on education by 2015. One consequence has been a dramatic growth in low-cost private education institutions, which are increasingly being seen as a popular alternative to the public education system. Using independent first-hand research, this study investigates the low-cost private education sector in India, Nigeria and Uganda. The contributors explain the mushrooming of these schools and consider the impact they have on access to education for the poor. They argue that with proper regulation, supervision and government support, private schools can help to achieve education for all by filling gaps in public education. This study will serve as an invaluable resource to anyone interested in educational planning and policy-making in developing countries.

Learning in Early Childhood

Child Development and Education in the Twenty-First Century, 2019

Children’s Development in the Digital Age

Child Development and Education in the Twenty-First Century, 2019

In what ways is the extremely rapid proliferation of digital technology in recent decades affecti... more In what ways is the extremely rapid proliferation of digital technology in recent decades affecting children? The obvious benefits of technology in various walks of life have led to its use in education of children too – however, the picture that emerges here suggests the need to exercise caution. Digital socialization requires parents to adopt a mediated approach at various stages in the child’s development and have a nuanced understanding of children’s screen time. Parents have expressed concern about children’s vulnerabilities while online and the growing risk of ‘internet addiction’. However, their own use of technology, and the degree of warmth and trust they share with children have significant bearing on these threats and delaying introduction to digital media will advantage a child. Research on digital engagement across age groups reveals that development and well-being is influenced in different ways by children’s interaction with media, including the type, and duration of ...

Development in Early Childhood

Child Development and Education in the Twenty-First Century, 2019

‘Development in Early Childhood’ describes an extraordinary period of growth, development and lea... more ‘Development in Early Childhood’ describes an extraordinary period of growth, development and learning spanning the first eight years of life. Understanding children’s development in their varied contexts and from different viewpoints, including literature, helps us conceptualize childhood and its ‘stages’, providing us with rich insights. The plasticity and receptivity of this stage leads to immense advances in children’s physical, cognitive, language and social-emotional development. The foundations laid at this time continue to affect children as they develop and learn throughout their lives. The various adversities and vulnerabilities that children face, especially due to poverty, affect them deeply. Similarly, the close relationships that children experience during this time underpin their later development. An inseparable part of early childhood is play and we explore its role in learning along with that of toys. The complex issues of diversity and inequities have furthered the understanding of Child Development and Education, especially ‘appropriate practices’. Though it is well recognized that children’s varying contexts and diversities are resources, this understanding is hard to put into practice. The voices of families and children themselves have enriched the discourse; what they value must inform the education offered to them. Nurturing children’s curiosity, expressiveness and abilities is central to their development. Children do not merely live in a world but construct it in their minds as they engage with it.

Middle Childhood and Adolescence: Development and Learning

Literacy and Reading in Childhood and Beyond

Child Development and Education in the Twenty-First Century, 2019

Reading, and more importantly taking pleasure in reading, clearly lays the foundation for differe... more Reading, and more importantly taking pleasure in reading, clearly lays the foundation for different aspects of a child’s future development. Literacy is a multidimensional process, often involving ‘complex social practice’ in which the reader has to play an active role in connecting symbols with experience in order to create meaning. A mechanistic approach that underplays the meaning-making essence of reading can lead to children losing interest. The chapter describes the process by which children learn language and reading, especially in a multilingual context such as India. The elements of an ideal situation to foster love of reading include a print-rich environment, a family where everyone reads, and integrating reading in play and real-life routines, though these are hard to achieve. Exposure to books from an early age does help. In middle childhood and adolescence, it is important to ensure time for reading and also continue engaging with the child around reading. Growing up in...

Child Development and Education in the Context of Family

Child Development and Education in the Twenty-First Century

India by Subir Shukla and Priti Joshi

Low-cost Private Education, 2008

Prashika: Eklavya's Innovative Experiment In Primary Education

An academic directory and search engine.

Prashika: Eklavya's Innovative Experiment in Primary Education

An academic directory and search engine.

Learning in Early Childhood

Child Development and Education in the Twenty-First Century, 2019

Remodelling school as a social space

Download

Middle Childhood and Adolescence: Development and Learning

Child Development and Education in the Twenty-First Century, 2019

Child Development and Education in the Twenty-First Century

Education in a Changing World

Child Development and Education in the Twenty-First Century, 2019

Children and Education: Reflecting Back and Looking Forward

Child Development and Education in the Twenty-First Century, 2019

Low-cost Private Education

Learning in Early Childhood

Child Development and Education in the Twenty-First Century, 2019

Children’s Development in the Digital Age

Child Development and Education in the Twenty-First Century, 2019

Development in Early Childhood

Child Development and Education in the Twenty-First Century, 2019

Middle Childhood and Adolescence: Development and Learning

Literacy and Reading in Childhood and Beyond

Child Development and Education in the Twenty-First Century, 2019

Child Development and Education in the Context of Family

Child Development and Education in the Twenty-First Century

India by Subir Shukla and Priti Joshi

Low-cost Private Education, 2008

Prashika: Eklavya's Innovative Experiment In Primary Education

An academic directory and search engine.

Prashika: Eklavya's Innovative Experiment in Primary Education

An academic directory and search engine.

Subir Shukla

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