Taking an approach to the development of our children which only focuses on academics can have many negative, long-term impacts
"When we deny children a holistic approach to education, we deny them the ability to develop a full range of 21st century skills that are necessary for the world they will inherit."
Offa Akpet - Lead, Whole Child Initiative, KEY academy
Today, education in Nigeria is usually solely focused on academics, leaving a huge gap in other areas that are critical to child development, such as social and emotional wellbeing. Across the country, many children lack access to the basic tools needed for their holistic development. This is largely due to a lack of awareness of these needs by educators, and the education system as a whole.
Nurturing and educating the whole child simply means understanding that every child is unique with their own experiences, abilities, challenges, interests, and needs. It means recognizing that a child’s intellectual, emotional, physical, and social development are all interconnected and symbiotic. As such, it is imperative that each educator focuses on providing an education that is holistic and addresses all aspects of a child's development.
The first step in nurturing the whole child is to identify the different types of children in your classroom as well as their different learning styles. It is impossible to have impact and share knowledge with a group of children in the same way. As previously mentioned, each child is unique and so is their learning style, therefore, an individualised approach is necessary, which means assessing each child’s strengths, challenges, and learning styles, and tailoring this approach to meet their unique needs. According to an article written by Rita Dunn and Kenneth .J. Dunn, “The purpose of identifying and utilising the learning styles of students is to enable them to learn in the ways that are most efficient and effective for them”.
In observing and adapting to the needs of the children in our classroom, we create a safe and supportive learning environment which encourages and establishes positive relationships with each child, fosters a sense of community within the classroom, and promotes mutual respect and understanding. When children feel secure and valued, they are more likely to take risks, explore new ideas, and engage in meaningful learning experiences. In many classrooms in Nigeria, this may seem daunting for the educator, as the average class size is not manageable for one person. One way to adapt this method is to divide learners into groups, which promotes the following:
Collaboration and communication: Working in groups can help children learn how to share ideas, listen to others, and communicate effectively with their peers. This also affords the educator the opportunity to address smaller groups and helps the learners work independently
Encourages active learning: Studies have shown that children are more likely to be engaged and invested in their learning when they work in groups
Builds social skills: Group work can help children develop social skills, such as teamwork, leadership, and conflict resolution. These skills are essential for success in life
Enhances classroom management: Group work can enhance classroom management by promoting a sense of responsibility among children. When children are working in groups, they are more likely to be engaged and focussed on the task at hand, which can make it easier for the educator to manage the classroom
An educator who is committed to nurturing the whole child also recognises the importance of providing a well-rounded education. This means going beyond academics and incorporating opportunities for creative expression and physical activity. Art, music, role playing, and learning with their whole bodies all play a critical role in helping children develop their creativity, physical skills, and self-confidence. Physical activity is not only essential for physical health, but also for cognitive and emotional well-being. According to a study by Hillman et al. (2014), physical activity can improve cognitive function, academic performance, and behaviour in children
Social-emotional learning (SEL) is another essential component of nurturing the whole child. This involves helping children develop the skills and attitudes needed to understand and manage their emotions, build positive relationships with others, and make responsible decisions. SEL refers to the process of acquiring and applying social-emotional skills such as self-awareness, self-regulation, empathy, and social skills. According to a meta-analysis by Durlak et al. (2011), SEL programs can improve students' social skills, behaviour, and academic performance. At KEY academy, there is a key pillar of our approach to learning called the Whole Child Initiative, which focuses on developing social-emotional skills and is translated through lots of play, exploration, projects and workshops. It is also adapted to the ages of the children.
Fostering self-directed learning in children develops a lifelong passion for knowledge and curiosity. “Self-directed learning is an approach to learning that emphasises the learner's autonomy and responsibility for their own learning” (Candy, 1991, p. 8). Self-directed learners are motivated and have a love for learning that hardly requires encouragement from external parties. According to a study by Deci et al. (1999), intrinsic motivation (i.e The motivation to engage in an activity for its own sake) can lead to better academic performance and psychological well-being. Some strategies that can help foster self-directed learning include:
Provide opportunities for choice and autonomy in learning
Connect learning to childrens’ interests and experiences
Celebrate and recognise childrens’ achievements
Encourage a growth mindset and focus on the effort and the process rather than the outcome
When we deny children a holistic approach to education, we deny them the ability to develop a full range of 21st century skills that are necessary for the world they will inherit. Nurturing the whole child is important because it recognises that a child's development is multifaceted and involves more than just their academic performance. Children are highly complex beings who need support in all areas in order to thrive and grow into bold problem solvers and thought leaders.
Written by Offa Akpet
References:
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Reston, VA: Reston Publishing Company.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405
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