What Children Need To Learn For Lifelong Learning

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The early years are when children build up a lot of skills that would eventually be their tools to survive in life as they mature. It is a time when children are all eager learners, as learning new skills brings them novel experiences. These skills are developed through their constant practice of learned skills that are second nature to them… speaking, listening, and interacting with others.

What do children need to know to prepare for lifelong learning?

Children’s early thinking, communication, and social skills development with organized and well-planned learning activities such as coming up with imaginative and well-thought of responses to reading and correlating it with their own experiences. Listening to stories not only engages their imaginative thinking but also provides opportunities to develop self-awareness and an understanding of various feelings and management of different situations the characters in stories go through. Children in the early childhood stage are motivated to learn how to read and write and do math activities. Such skills are mostly learned through creative and fun activities. Collaborative learning ensues when children learn to share, take turns and listen and respond to their peers. Communication skills are likewise developed as they present, discuss and explain their ideas to others. In the process, they gain new words and expand their vocabulary. Adults must be supportive of helping them understand how they learn and think best to reach their learning goals (Primary National Strategy, 2006).

“Education is not preparation for life. Education is life itself.” John Dewey

This quote reflects what must be happening to children when they are in school. Segregating skills acquired in early childhood as preparation for life will not make sense if these skills are not used to help them survive their present growth and development. Thus, children must be provided with an education that equips them with skills not only to be lifelong learners but to be effective and enthusiastic students in the present.

New (1999) further enumerates universal elements in the formation of young children to be lifelong learners. To start with, the importance of developing healthy self-esteem is key to growth in many areas (Katz, 1995). With this comes the value of autonomy and communicative competencies as well as learning to listen and working independently being objectives in children’s learning (New, 1999). Usual answers of teachers when asked what children need to know before being enrolled in kindergarten include readiness skills in basic academic skills, a developing ability to solve problems and communicate effectively so they can make friends and resolve conflicts by negotiation and safe ways to deal with negative emotions (Berman, 1997). Thus, early on, parents must also do their part in educating their young children from the comfort of their homes.

Lifelong learning is sparked early in life. If children develop a love for learning at a very early age and are encouraged by supportive adults by providing them with stimulating and interesting skill-building activities, then this spark may grow into a burning flame that would help guide these children throughout their lives (Calkins, 1997).

Do you think the Singaporean preschool curriculum is adequate in helping to prepare children for lifelong learning?

In Singapore, the Ministry of Education (2009) requires that preschool programs include learning activities that develop the language and literacy skills of children, revolving around English as the first language and Chinese, Malay, or Tamil as a Mother Tongue language. Children also learn basic number concepts, simple science concepts, social skills, creative and problem-solving skills, appreciation of music and movement, and outdoor play activities. The main goals of preschool education in Singapore are enumerated as follows:

Know what is right and what is wrong
Be willing to share and take turns with others
Be able to relate to others
Be curious and be able to explore
Be able to listen and speak with understanding
Be comfortable and happy with themselves
Have developed physical co-ordination and healthy habits
Love their family, friends, teachers, and kindergarten (Ministry of Education, 2009)

The Kindergarten Curriculum Framework of Singapore sees to it that these goals are met with the implementation of a rich curriculum that builds up not only academic readiness skills but also imparts values that makeup children’s character. Love for learning at a very early age is instilled with a curriculum that promotes “learning to think and thinking to learn” (Preschool Education Unit, n.d.). Such a curriculum intends to meet the goals with these following principles descriptive of a quality kindergarten program.

A holistic approach to development and learning
Integrated learning
Children as active learners
Adults as interested supporters in learning
Interactive learning
Play as a medium for learning (Preschool Education Unit, n.d.)

Learning in preschool should not be segregated into subject areas like Math, Reading, Science, etc. nor into developmental areas like Motor, Cognitive and Socio-emotional areas. Children learn holistically and do not see the delineations between such compartmentalized areas. For them, engaging in rich, concrete, educational experiences makes them develop skills in all areas more effectively rather than being involved in isolated skill-building tasks. They need supportive adults to facilitate their learning, and peers to collaborate learning within a fun, play-like setting, as play is their natural way to learn about their world. The Singaporean context of the preschool curriculum meets such conditions for effective learning.

References

Berman, S. (1997). Children’s social consciousness and the development of social responsibility. Albany: State University of New York Press.

Calkins, L. (1997) Raising Lifelong Learners. Perseus Books.

Katz, L. G. (1995). The distinction between self-esteem and narcissism: Implications for practice. In Lilian G. Katz (Ed.), Talks with teachers of young children: A collection (pp. 11-46). Norwood, NJ: Ablex.

Ministry of Education, Singapore (2009). Preschool Education. Web.

New, R.S. (1999) What should children learn? Making choices and taking chances. Early Childhood Research and Practice. Volume 1 Number 2.

Preschool Education Unit (n.d.) Nurturing early learners: A framework for a Kindergarten curriculum In Singapore. Ministry of Education, Singapore. 2009. Web.

Primary National Strategy (2006) Primary Network for Literacy and Mathematics. Crown copyright.

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What Children Need To Learn For Lifelong Learning

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