This area of keeping safe can lead to looking at who they can turn to if they need help. Unlike the technical, rational approach of previous positivist perspectives that dominated educational research, the interpretivist approach has been chiefly involved in helping to understand and evaluate change.
After writing and researching for this essay, and taking part in lectures around different PSHE areas, I believe that is a very important subject to teach in schools, as it may help to prepare children for independent living and in relevance to this essay help children to develop knowledge and understanding of how to stay safe in their own environments.
Children depend on the adults around them to make their environment A critical reflection on pshe for them. Robertson also looks at the importance of reminding parents about the supervision of their children in road crossing and anywhere with traffic.
The teacher could show the children bottles of harmful substances and ask them if they know what they are used for? In this paper, the government identified the school as a setting to improve the health of children, and outlined its view that healthy schools are in a key position to improve the health and educational achievement of children and young people.
When providing the children with road safety training the school could also provide the parents with the opportunity to attend. This movement attempted to stem the increasingly powerful flow of authoritarianism and individualism that had begun to dominate the social and political agenda in the UK Beattie, Once you identify the outcomes, then you can design the reflection activities to best achieve the outcomes.
In a classroom situation you can ask the children to work in groups to think of a solution to the emergency. In addition, the Department for Education and Skills has not included health promotion as one of its educational or research priorities Department for Education and Skills, Teachers will have a responsibility to keep the children safe when the child is in that school, but what happens when the child leaves school.
In one SBL experience, I took part in an activity in which the teacher brought in a bowl of water, soap and paper towels the teacher then demonstrated to the nursery class how to wash their hands ensuring they washed all the creases.
The following section of the essay will look at the possible difficulties of teaching PSHE. Robertson talks about how pedestrian injury is the second main cause of death for children aged between 5 and 9 years. Many children will want to explore how and why things work, therefore it will be safer to teach the children in a safe environment rather than have the children investigate on their own and hurt themselves.
From an interpretive perspective, researchers can draw the most valid conclusions by attaining the deepest understanding of the problem in its context. Children will come into contact with electrical objects at home as well as school.
Teaching children that being unclean can lead to illness; and that when they are ill they can easily spread germs and the importance of covering their mouth when they cough and using a tissue to wipe their nose.
The advantage of interpretive research is its emphasis on the philosophical grounding of methods. When looking at the teaching of PSHE I believe it may be difficult to teach it the same as other subjects; However when looking at the teaching of road safety there is the possibility to teach it imbedded in with another subject.
Hayes looks at how teaching road safety can be linked with geography, maths, ICT, and art: In one SBL experience I witnessed a class in which the teacher ensured they washed their hands before dinner, after any art classes and before and after any cooking activities.
Stones talks about how very little teaching on road safety takes place in school and when it does take place it is delivered through visitors such as road safety officers or the police. Many educationalists now readily accept that the critical pedagogical approach of Freire Freire,Bruner Bruner, and Gardner Gardner, is the key to unlocking the potential of school students.
The book was full of pictures so may be useful in helping young children to understand. In many circumstances children may not have an adult at home that is capable of making their environment fully safe for them, therefore the school will need to do as much as they can to teach them the dangers and help make them capable of identifying and avoiding such dangers.
It is important for all children to understand how to take care of themselves; or even just to be aware of how to stay safe when an adult is not right by them.
If the teacher explains the dangers to children clearly children may often come up with their own solution to the problem, by making suggestions the children are showing that they have developed an awareness of the dangers.
Tew looks at one of the disadvantages of delivering PSHE is the difficulty of maintaining a consistent ethos as it is often delivered by outside agencies, however if teaching staff can receive training at the same time as the other agencies the school could take a much more consistent approach.
The teacher could show the children bottles of harmful substances and ask them if they know what they are used for?
The idea of generative themes is congruent with the wider educational principles of the Teaching for Understanding TfU model advanced by Gardner and Blyhth Gardner and Blythe, In this way, school students are offered a greater amount of access to health promotion issues, and are encouraged to share their experiences and understanding, resulting in a form of emancipatory learning Habermas, The school can provide lessons that introduce warning signs and symbols, for example on cleaning products the sign for harmful.
Critical reflection adds depth and breadth to student learning. Health promotion, schools and qualitative research The interpretivist tradition has gathered strength in educational research within the last three decades. Those interested in applying pedagogical reform to models of health promotion should distance themselves from traditional positivist paradigms of orthodox knowledge transmission and instruction.
This child then suggested that they get a small pair of gloves for the person that helps to clean up. A teacher may have the ability to protect the child in their classroom but all children should be aware of how to keep themselves safe at all times.
Aim This paper attempts to challenge the idea that traditionalist paradigms of positivist research are capable of appropriately representing the nature and complexity of health promotion issues.
Piloting schemes of health education using critical pedagogical methods could serve to provide examples of how such approaches might both raise awareness of the health promotion message and empower disenfranchised sections of the community.
This paper, therefore, attempts to challenge the idea that traditionalist paradigms of positivist research are capable of appropriately representing the nature and complexity of the health promotion issues.Critical Reflection is “the process of analysing, reconsidering and questioning experiences within a broad context of issues (e.
g., issues related to social justice, curriculum development, learning theories, politics, culture, or use of technology). A critical reflection on PSHEThis essay will look at the teaching of an area in PSHE (Personal, Social and Health Education); the chosen area the essay will discuss is keeping safe.
The essay will discuss how this aspect of PSHE can be taught and how it varies from the teaching of other curricula subjects. Reflection whether being a student at primary school, a university student or a member of the workforce has an effect on constructing knowledge about a person and the world around them.
It is a vital part of any learning experience and will form the backbone in the transformation from study to application in a field. PSHE Education Programme of Study Critical, constructive self-reflection (including being aware of own needs, motivations and learning, strengths and next steps for development, how we are influenced by our perception of peers’ behaviour) 2.
Learning from experience to seek out and. The Role of Critical Reflection in Teacher Education diverse populations, some teacher candidates may think of minority students as having cul. A critical component of PSHE education is providing Such personal reflection in PSHE education lessons is essential, so ensuring pupils have time and space within the lessons to reflect on this, either privately or through discussion, is a vital part of the assessment process.
Assessing learning in PSHE education must therefore use a.Download