The Voice Of Infants In An Adult World
The voice of infants in an adult world
“Is your voice heard in the classroom?"This is one of the questions that has currently caused controversy among educational actors. When I was in primary my teacher did not allow us to comment on the subject or decisions she made in classes, since she considered that what she was doing was for our good. The implication of this question goes beyond just allowing to comment. Listening to the voice of children is important, which is why although there is a constitution and laws that promote participation as a right of all, in most schools the intervention of some infants is still inhibited, because concepts are maintainedHistoric about childhood that invisible the child, because there are various conceptions of educational actors on how to develop the participation of the infant and because teachers do not comply with the laws that establish the curricula and the Constitution.
To begin. Childhood has been seen as a process of preparation for the future. According to Rosano (2013), childhood becomes a trip, because it is considered as a pre-etapa to become mature. Most adults appropriate children’s decisions, since they consider them incapable and irresponsible beings to comment on the society in which they live. That is why the adult look has converted infants’ opinions into "children’s things". Although the little ones have another way of thinking and interpreting reality, it is considered that their mentality is innocent, therefore their ideas are not recognized by the community that surrounds them.
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In addition, parents have tried to fragment the authoritarianism paradigm by breaking the distance between the adult and the child. The little ones are the ones who have had to accommodate the world of the greats (Gallego-Henao, 2015). In short, the infant must be seen as a subject who can participate and not as an object that manipulates him to impose decisions of the community.
Second, participation is very important in society for the interaction of individuals. In school, educational actors have various looks about the development of children’s participation. An example is the vision of the family conceived as the first socializing instance (Gallego-Henao, 2015). So, at home, infants develop skills such as listening, agreeing and commenting, in view of the fact that these skills allow adequate intervention of infants within the classroom. However, these skills in most cases are difficult to develop at school, since for some students there are factors that prevent their intervention within the classroom, as Prieto-Parra indicates, children do not think in some cases for fear. (2005). Now, educational institutions have their own ideas on how to allow students to participate. According to Fielding, in most schools they have false methods to fulfill the participation of students, which are: the dialogue between students that can be in meetings to choose a student leader, the responsibility of the students granted by a teacher when the studentHe is in charge of the class in the absence of the educator and the opinions that the students give about the subjects, (2010). In short, listening to the children’s voice is indispensable, because from their opinions ideas arise to modify traditional learning methodologies, which foster the fear of classroom participation.
Finally, the Constitution establishes that participation in the school environment is a process of equality, autonomy and a right that must be exercised (regulations on school organizations, 2012). However, in several cases the breach of participation within the classroom, since some teachers impose their ideas on students, are still visualized. According to Swissines-Rada & Ceballos-López (2012), educators make decisions that exclude the opinions of infants, to which child participation is seen as a little symbolic act, because the provisions are taken by adults, leaving aside theLittle needs. On the other hand, in the classroom there is also a confusing legislation implemented by teachers, since the right is mixed with the obligation to participate in educational establishments which minimizes the intervention of infants. In response to what was mentioned above, activities are established in the curriculum that promote participation in the classroom, for example, debates in which the teacher is a mediator, but in ordinary life, in most cases, there is no jobof participatory processes between students. According to Swissins-Rada and Ceballos-López (2012) the activities carried out in clas. In conclusion, the child must be a fundamental basis in education as indicated by the constructivist vision: there must be the interaction of the shared prominence between teacher and student, facilitating the student their maximum capacity for personal autonomy and transforming a class focused on teaching into a classFocused on learning. (Santivañez-Limas, S.F.).
In conclusion, child participation in classes is important, but has been restricted by adults. Consequently, the historical concepts of childhood that invisible the child in today’s society are still maintained, considering the infant with an innocent being in an adult world. In addition, different ways of displaying participation within classes have been developed, thinking that children already come with the socialization ability from home. Although the right to hear the childish voice is promulgated, teachers do not comply with the provisions of the laws of the Constitution. So, “how can we, with our adult minds, know what will be interesting? If you follow the child … you can discover something new … ". Piaget.
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