Values And Vision In Primary Education by Kathleen Taylor

By Kathleen Taylor

This booklet presents lecturers with scaffolding to enhance reflective perform, relocating in the direction of an evolving philosophy of schooling.

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Were not just people management tools but a real shift in my own understanding that we all have our own truth. More importantly, that we are all entitled to our own truth and have the right to express it appropriately. When we consider our whole school values and phi­ losophies do we make space for different interpretations and varying opportunities to enact those underlying principles that complement the individual’s constructed understanding? Within our classes do our children have the opportunity to evolve their understanding of the shared values and how these relate to their Â�circumstances?

And Lahroodi, R. (2008) The epistemic value of curiosity, Educational Theory, 58(2): 125–48. Sheldon, D. and Blythe, G. (1991) The Whales’ Song. London: Red Fox Books. Smith, A. and Call, N. (1999) The ALPS Approach: Accelerated Learning in the Primary School. London: Continuum. W. (1986) Robert Grosseteste: The Growth of an English Mind in Medieval Europe. Oxford: Oxford University Press. Taylor, K. (2010) Exploring media and materials, in A. Compton, J. Johnston, L. NahmadWilliams and K. Taylor, Creative Development.

However, for Hannah language became so important in enabling her to understand not only the events that had happened to her but also to acknowledge, and on some level accept, how these events impacted her own sense of self. Due to the collaborative working of the social worker and adoptive family, Hannah was in a place where she was able to begin to explore her story. She was able to understand that she had two mummies whom she loved, and that was acceptable. ‘Birth mum’ could still be an acknowledgement and a part of Hannah’s identity, a contributing factor to the young lady she was becoming, while ‘mum’ loved her in the present and enabled her to allow her story to be heard.

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