One World Centre educating for a just and sustainable world Global Perspectives in Early Childhood Education

One World Centre Educating for a just and sustainable world. Implements Australian Government’s Global Education Program in WA Provide professional development for teachers and student teachers. Library resources on global development issues for teacher use.

Aims of the lecture & workshops To introduce the concept of Global Education To examine the relevance of Global Education in Early Childhood Education To experience learning activities that explore global education themes. To show a variety of One World Centre resources available to teachers and student teachers

The Lolly Game Image Credit: Sonwill

“…the lines didn't represent coasts or rivers or political borders, but real human relationships… It's not just a pretty picture, it's a reaffirmation of the impact we have in connecting people, even across oceans and borders...”

What’s Global Education? “Enabling young people to participate in a better shared future for all is at the heart of global education. Global education promotes open-mindedness leading to new thinking about the world and a predisposition to take action for change. Students learn to take responsibility for their actions, respect and value diversity, and see themselves as global citizens who can contribute to a more peaceful, just and sustainable world” Global Perspectives: A framework for global education in Australian Schools Commonwealth of Australia, 2008

Appropriate for the early years? Many early childhood educators exclude social justice issues from their teaching because: Feel the concepts are developmentally inappropriate; Want to protect children’s innocence; Think children are indifferent to social, economic and political events. Kelly & Brooks (2009), Robinson and Jones Diaz (2009)

Perspectives: Ruane & Kavanagh et al (2010) Children are capable of seeing another’s perspective Poverty: Ramsey (1990, 2008) Children could categorise pictures of people according to perceived affluence Fairness: Theimer (2001), Ramsey (1991) Children believe certain situations are unfair Active citizenship: Ramsey (2008) Children as young as 4 can engage in social activism. Ruane & Kavanagh et al (2010) Young Children’s Engagement with Issues of Global Justice

The World Beyond Mine

Tess’s global connections

Global parallels to classroom experiences Name calling, exclusion (prejudice) Sharing, working together (interdependence) Arguments over materials (resource distribution) Protests that the rules are unfair (human rights) Use of consumable materials (sustainability) Fountain, Susan Learning Together: Global Education 4-7 pp3,-4

Goal 2: All young Australians become successful learners, confident and creative individuals, and informed citizens 2008 Melbourne Declaration on Educational Goals for Young Australians.Melbourne Declaration on Educational Goals for Young Australians

Active and informed citizens: are committed to national values of democracy, equity and justice, and participate in Australia’s civic life are able to relate to and communicate across cultures work for the common good, in particular sustaining and improving natural and social environments are responsible global and local citizens. act with moral and ethical integrity

Early Years Learning Framework Learning Outcomes 1. Children have a strong sense of identity sense of agency, interact with care, empathy and respect. 2. Children are connected with and contribute to their world. Understanding of rights and responsibilities, respond to diversity with respect, become aware of fairness, become socially responsible Hygiene education. Cambodia Image Credit: Cathy Reid, Australian Aid

AC: 3 Cross curriculum priorities Sustainability: - environmental - social - political Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia

AC: General Capabilities Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding Context for literacy, numeracy, ICT capability

Knowledge and Understanding FPersonal and family histories 1 Present and past family life 2The past in the present 3Community and remembrance Skills Asking relevant questions Analyse and interpret sources Respect and explain different perspectives Australian Curriculum: History Mother and child, East Timor. Image Credit: J Vas, Australian Aid

Geography F: The reasons why some places are special to people, and how they can be looked after (ACHGK004)(ACHGK004) Yr 1: The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them(ACHGK006)(ACHGK006) Yr 2: The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK012)region(ACHGK012) Yr 3 Skills: Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)(ACHGS025)

Civics and Citizenship Yr 3 Knowledge & Understandings Why people participate within communities and how students can actively participate and contribute (ACHCK003)(ACHCK003) Skills Interact with others with respect, share views and recognise there are different points of view (ACHCS007)(ACHCS007) Work in groups to identify issues, possible solutions and a plan for action (ACHCS008)(ACHCS008)

Learn More OWC Student Days th July 3 rd October Free whole day PD event for pre-service teachers, including OWC membership to register your

Contact us at: 5 King William St Bayswater 6053 Ph: (08) Tues, Wed, Thurs 9am – 5pm,