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Topic No. 21 Child-Friendly Environment

This document discusses creating a child-friendly environment and classrooms. It defines a child-friendly environment as having attributes of good schools while also complementing the child-friendly approach. A child-friendly school promotes equality, respects diversity, and meets the differing needs of all children. It creates a safe space for learning and development. The document provides tips for creating a child-friendly classroom, such as breaking tasks into steps, using repetition and feedback, and incorporating graphics. It also discusses managing the classroom through respectful rules and discipline, as well as mutual respect between teachers and students.

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571 views3 pages

Topic No. 21 Child-Friendly Environment

This document discusses creating a child-friendly environment and classrooms. It defines a child-friendly environment as having attributes of good schools while also complementing the child-friendly approach. A child-friendly school promotes equality, respects diversity, and meets the differing needs of all children. It creates a safe space for learning and development. The document provides tips for creating a child-friendly classroom, such as breaking tasks into steps, using repetition and feedback, and incorporating graphics. It also discusses managing the classroom through respectful rules and discipline, as well as mutual respect between teachers and students.

Uploaded by

jezza lingling
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CHRIST THE KING COLLEGE

Deus Meus et Omnia


Calbayog City
GRADUATE STUDIES

Topic: CHILD-FRIENDLY ENVIRONMENT


Subject: Curriculum Development and Evaluation
Time: 4:00- 7:00 PM

What is a child-friendly environment?

Child-friendly environment are not architectural phantoms


from strange place. They are schools with attributes
typically associated with good schools in many countries.
However, they have additional elements that complement and
reinforce the principle and practices of the child-friendly
approach to education. (Child friendly schools, UNICEF 2008)

Why Child Friendly Schools?

It is a concept based on children’s equal rights to


education.
Promote equality, respect, non-discrimination and
inclusiveness for all children.
Satisfy the needs and abilities of different groups of
children in one and the same classroom.
It is to emphasize that the purpose of education is the
optimal development of all children.
A sanctuary against abuse and harm and to monitor the well-
being and rights of children.
Is diverse and flexible, to meet the deferring learning
circumstances and needs of all children,
Is a child-centered, encouraging child participation for the
development?

Why children don’t attend School or drop out


from schools?
Lack of a safe and secure schools environment, both
within schools and for children who must walk long
distances to reach facilities.
Beliefs and practices that discourage girls’ enrolment.
Discrimination against orphans and girls within the
education system and in classrooms.

When can a child be called a Child-friendly


Schools?
While upholding children’s right, a child-friendly schools
also instils in children the responsibilities that go with
their rights. Among these are to respect the rights of
others, respect diversity, practice equality, and resolve
differences without resorting to violence.
Just as important, a child-friendly schools takes the lead
in shaping a learning environment that enables children to
learn as much as their intellectual faculties could take. It
is a kind of environment that allows them to grow healthy,
equips them with knowledge and skills that they can use
throughout life, and enables them to become responsible and
productive members of their community and society.

Creating child-friendly classrooms


Sequence. Break down task and give step-by-step
instruction.
Repetition and feedback. Use daily “testing” of skills,
repeated practices, and daily feedback.
Start small and build. Break down a targeted skills into
smaller parts, and then help children to develop this
skill step-by-step.
Reduce difficulty. Sequence task from easy to difficult,
and provide hints and help only when necessary.
Questioning. Ask process-related question like; how to?
Or content related question like, what is?
Graphics and illustration. Emphasis pictures or other
pictorial representation.
Group Instruction. Provide instruction or guidance for
small groups of student instead of the whole class.
Group learning. Group to facilitate interaction between
children with different abilities and disabilities, as
well as from different background (each group should
“heterogeneous” in other words reflect the diversity of
abilities and backgrounds found in the classroom, school
and community.
Supplement teacher and peer involvement. Use homework,
parents, relatives, or others to assist in instruction.

Managing child-friendly Classrooms.


The school encourage rules and regulation, but also
emphasize that they must be in the best interest of
children and applied in a fair, transparent manner.
Teachers need to have the skills to apply alternatives
forms of discipline.
The mutual respect between a child and a teacher
Students share responsibity for helping to overcome the
difficulties experience by some students in lessons.

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