NATIONAL NETWORK

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NATIONAL NETWORK FOR EDUCATIONAL RENEWAL Annual
Conference October 27-30, 2005
Ocean Creek Resort
Myrtle Beach, SC
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Education for Everyone Engaging Schools,
Higher Education and
Communities
in Democratic Education
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Citizenship Education A
Tripartite Responsibility Integrating Democracy
into
Teacher Preparation Programs
Colleen Finegan, Ron Helms and Robert
Adams Wright State University Dayton, Ohio
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NATIONAL NETWORK FOR EDUCATIONAL RENEWAL
FOUR GOALS
1. Serving as stewards of the school
2. Providing equitable access to knowledge
3. Engaging in a nurturing pedagogy
4. Enculturating the young in a democracy
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Twenty postulates for the simultaneous renewal
of schools and the education of educators

• POSTULATE 5
• The responsible group of academic and clinical
  faculty members
• must have a comprehensive understanding of the
  aims of education and
• the role of schools in our society and

be fully committed to assume the full range of
educational responsibilities required
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• This indicates
• A
• TRIPARTITE
• RESPONSIBILITY
• Higher Education,
• Schools
• And
• Community

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• In Teacher Education, we focus on preparing
  teacher candidates to understand, promote, and
  support democracy in the classroom.

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What is the Role of Schools in our Society?
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Thomas Jefferson

• The purpose of education is to
• Furnish all citizens with the knowledge and
  training that will enable them to pursue
  happiness as private persons,
• Prepare all citizens to exercise their right to
  self government.

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John Goodlad

• School possess the responsibility to
• provide critical enculturation into a political
  democracy.
• cultivate (with the family) character and
  decency.
• prepare students for full participation in the
  human conversation.

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John Dewey
What is a Democracy?

• Democracy occurs not only in voting
• but includes a whole range of associated living
• and occurs in the various realms of everyday life.

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What Undergirds a Democratic Society?

• The open flow of ideas regardless of their
  popularity, that enables people to be as fully
  informed as possible.
• Faith in the individual and collective capacity
  of people to create possibilities for resolving
  problems.
• Concern for the welfare of others and the common
  good.

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What Undergirds a Democratic Society?

• The use of critical reflection and analysis to
  evaluate ideas, problems and policies.
• Concern for the dignity and rights of individuals
  and minorities.
• The organization of social institutions to
  promote and extend the democratic way of life.

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How do students experience / learn
about Democracy?

• Informally
• In policies, procedures, interactions and
  everyday events within and outside of the school.
• Formally
• Through the Social Studies Curriculum

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When teachers strive to enculturate the young
in a democracy, and foster
citizenship, they...

• Value the dignity of each individual.
• Allow universal participation in rule setting and
  rule establishing.
• Permit each person freedom of speech, and
  opportunities to express ideas and feelings.

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When teacher strive to enculturate the young in
a democracy, and foster citizenship, they...

• Reinforce the rights of each individual for
  protection and happiness.
• See that everyone has a part in the school
  society and that everyone has some responsibility
  to others.
• Cooperate and accept responsibility in the school
  and community.

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This goal is supported at many levels...
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Professional Standards for Pre-service
In-service Teachers

• State Departments of Education
• National Council for Accreditation of Teacher
  Education (NCATE)
• National Association for the Education of Young
  Children (NAEYC)
• National Council of the Social Studies (NCSS)
• National Board Professional Teaching Standards
  (NBPTS)

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National Council of the Social Studies (NCSS) The
10 Standards

• 1. Culture Cultural Diversity
• 2. Time, Continuity, Change
• 3. People, Places, Environments
• 4. Individual Development Identity
• 5. Individuals, Groups, Institutions
• 6. Power, Authority, Governance
• 7. Production, Distribution, Consumption
• 8. Science, Technology, Society
• 9. Global Connections
• 10. Civic Ideals Practices

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National Council of the Social Studies (NCSS)

• The early years are the ideal time for children
  to understand democratic norms and values
  (justice. equality, etc.) in terms of smaller
  entities (the family, classroom, community).

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• The primary purpose of social studies
• is to help young people
• develop the ability
• to make informed reasoned decisions
• for the public good
• as citizens of a culturally diverse, democratic
  society
• in an interdependent world.
• Social studies promotes
• knowledge of and involvement in
• civic affairs.

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National Council of the Social Studies (NCSS)

• Applying these concepts to the nation and the
  world will be easier, if one understands and
  appreciates them on a smaller scale.

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Developmentally.

• YOUNG CHILDREN
• are
• EGOCENTRIC
• and TEND to PRACTICE
• CENTRATION
• and
• SEE THINGS FROM ONLY
• THEIR OWN POINT OF VIEW

(some people never move beyond this stage)
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Therefore..

• EARLY CHILDHOOD
• is the perfect place,
• DEVELOPMENTALLY
• to begin to focus
• on the
• DEVELOPMENT of the INDIVIDUAL,
• INDIVIDUAL RIGHTS
• and
• RESPONSIBILITIES

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National Association for the Education of Young
Children (NAEYC)

• .all early childhood professionals must
  support the development and learning of
  individual children, recognizing that children
  are best understood in the context of family,
  culture, and society.

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Democratic Values in ECE

• Within the democratic environment of an early
  childhood program, children practice principles
  of democracy.
• Children are learning to expand their concerns
  and give up some of their egocentrism.
• Children develop a sense of shared concern,
  recognizing that their interest overlap with the
  interests of others and that their welfare is
  inextricably entwined with the welfare of
  others.

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Democratic Values in ECE

• The teacher establishes and maintains
• the basic principles of democracy
• in the classroom.
• The way the teacher establishes control, deals
  with individual children and their interactions
  with one another sends powerful message to
  children about the values of democracy.
• Teachers actively support worth and dignity
  while at the same time, protect and nourish the
  welfare of the total group

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What does DEMOCRACY look like in the Early
Childhood Classroom?

• Teachers share control and focus on how children
  are feeling, reacting and interacting with one
  another as opposed to focusing on the skills.
• Children make choices aboutwhat they will learn,
  how and with whom thecenters of interest,
  learning stations, and other materials for
  learning.

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What does DEMOCRACY look like in the Early
Childhood Classroom?

• Discipline is firm and consistent, but does not
  revolve around force, coercion, or threat.
  Children are never overwhelmed by the power of
  others.

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What does DEMOCRACY look like in the Early
Childhood Classroom?

• Already believing that rules come from authority
  and that being good means following orders,
  children need to participate in setting and
  following rules .
• Children begin the long process of separating
  intent from actionidentifying and labeling for
  children their actions and their results of their
  actions.

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What does DEMOCRACY look like in the Early
Childhood Classroom?

• Freedom of thought and speech are fostered.
  Children are expected to have their own ideas
  thoughts, feelings and opinions.
• Children have different ideas and express them in
  different ways. They are encouraged to discuss,
  write and express what they know and feel ...in
  drawings, paintings or their constructions.

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Examples of Activities
Gathered from graduate students in ECE who are
currently teaching in preschool, K or 1st grade
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POWER, AUTHORITY AND GOVERNANCE
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POWER, AUTHORITY, AND GOVERNANCE Learners can
investigate rights and responsibilities as they
apply to themselves as school and community
participants

• In school this week, Benjis job is feeding the
  hamster. Yours is to be line leader.
• What would happen if no one fed the hamster?
• What jobs do you have at home?
• How do you help Mom or Dad?
• How can we help at school?
• How can we help to make our school look nice?

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POWER, AUTHORITY, AND GOVERNANCE

• Sample Student Activity
• Have students identify a project in which they
  could participate, such as picking up trash on
  the playground or in the neighborhood park.
  Discuss safety precautions in picking up trash.
• Ask for parental help or assistance from children
  in an older grade to oversee the children during
  this activity.

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POWER, AUTHORITY, AND GOVERNANCE Learners
should develop an increasingly comprehensive
awareness of rights and responsibilities.

• Who are some of the people who help us at school?
• Who helps us walk across the street after school?

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POWER, AUTHORITY, AND GOVERNANCE Learners
should understand why directors, teachers and
other adults at school have particular types of
authority.

• Who is in charge of the school /child care?
• Why do we need a person to be in charge?
• What are his/her jobs?
• How does he/she help the teachers/children?
• What would happen if he/she was late driving the
  van in the morning?

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POWER, AUTHORITY, AND GOVERNANCELearners should
explore their natural and developing sense of
fairness and order as they experience
relationships with others.

• When you say Its not fair, what do you mean?
  How do you feel when you say that?
• When you think that someone is playing
  fair/unfair- what can you do? What would you say?
• How can we make sure that we all get a chance to
  play at the water table?
• What would you say if someone was not sharing at
  the water table, in the sand box or on the
  swings?

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POWER, AUTHORITY, AND GOVERNANCE Learners
should understand why there are rules, who makes
them and who enforces them.

• What are rules? How are rules made at school and
  who enforces them?
• What would happen if we didnt have a rule about
  lining up at recess?
• Why do we have rules in school?
• What rules should we have in our room?
• What might happen if we dont obey safety rules?
• What might happen if there were no stoplights?

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POWER, AUTHORITY, AND GOVERNANCE Learners
should understand the purpose of rules and what
might happen if we did not have them.

• Why do we have rules?
• What would happen if we didnt have rules?
• Lets talk about why we should walk in the room,
  and not push in line.
• Are the rules for everyone?
• What if the principals son or daughter were in
  our room. Would they need to follow the rules?
• How would you feel if some kids were allowed to
  break rules and you werent?

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POWER, AUTHORITY, AND GOVERNANCE
Everyone has rules to follow

• What rules do adults have to follow?
• Who makes these rules?
• Is there someone who doesnt have any rules to
  follow?
• Who makes rules for our country? Can you think
  of one?
• Are their rules for driving? For riding your
  bicycle?
• Who makes rules for our state? Can you think of
  one?

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POWER, AUTHORITY, AND GOVERNANCE

• Sample Student Activity
• Have students identify a problem involving the
  use of playground equipment during recess time.
• Have them develop a list of rules to ensure that
  everyone has a turn using the playground
  equipment.

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CIVICS AND CITIZENSHIP
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Civics and CitizenshipLearners know what it
means to be a good citizen in the classroom,
school, home, and community.

• Wed like our classroom / home / community to be
  a happy, neat, orderly, fun place to be
• What can you do to help it stay that way?

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Civics and CitizenshipLearners know that a
responsibility is a duty to do something or not
to do something.

• What are your responsibilities in school?
• What are your responsibilities at home?
• Do you have other responsibilities anywhere else?

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Civics and CitizenshipLearners understand that
citizenship includes an awareness of the
holidays, celebrations, and symbols of our nation.

• Discussion of holidays such as
• Dr. Martin Luther King, Jr. Day
• Fourth of July
• Memorial Day
• Symbols such as the eagle, the Liberty Bell, the
  national flag, etc.

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• Sample Student Activities
• Ask a person in the Armed Services, or a Veteran
  (ideally a parent or grandparent) to come to
  class and show children how to handle the US
  flag.
• Have the children design a flag that stands for
  their classroom. Discuss symbols of events or
  activities from your classroom , that might be
  appropriate for your flag.
• Learn The Pledge of Allegiance in sign language.

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Civics and CitizenshipLearners know basic
rights that students have (e.g., the right to
privacy).

• Discussion of the right of children to place a
  special toy that they brought from home in their
  cubby / desk without a concern that it will be
  played with by others without permission.
• Keep your hands and feet to yourself

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Civics and Citizenship Learners should have
experiences that give them a sense of their
relationship to others.

• We are going to construct a family tree
• Lets draw a picture of everyone at your table
  from the shortest to the tallest.

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Civics and Citizenship Learners should
experience the balance necessary to satisfy the
needs of individuals and the group.

• I realize that you really like to play the
  triangle, but other children also would like the
  opportunity to play that instrument.

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Civics and Citizenship Learners should have a
sense of the need for rules for resolving
conflicts and disagreements.

• How can we decide who will get to play with the
  new race track first, and for how long?

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Civics and Citizenship

• Sample Student Activity
• Present the following situation A family is
  deciding what to do for their weekend activity.
  After discussion, they vote and the majority
  decides to go to a movie. Those who were outvoted
  are given the choice of accompanying the rest of
  the family or staying home. Conduct a discussion
  in which students discuss ways in which this
  situation reflects both majority rule and
  protection of individual rights.

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Development of Self-Concept
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DEVELOPMENT OF SELF-CONCEPTLearners needs to
understand how they can, as individuals,
contribute to the society.

• Discuss famous and historical people and what
  they have done to contribute to society.
• What make you a special person?
• What are you really good at?
• What do others tell you that you are good at?

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DEVELOPMENT OF SELF-CONCEPTThe learners needs
to understand that they are unique in themselves,
but share many of the same feelings and problems
with others.

• Discussion of similarities between self and
  others.
• We all have families made up of different people.
  
• We celebrate special days, but in different ways.
• We all have skills and talents as well as things
  that are difficult for us to do.