Group+11

= // ESH486 Children's Literature Studies// = = //Assessment task 2: Collaboratively prepared professional article// =

= Group 11 - Members: Christine Bunge, Leanne Franklin, Janet Gavlek , Liz Mason = Hi all, wasn't sure whether we wanted to put a smaller paragraph in front of an explanantion of the books we have chosen. Looking at the suggested headings/layout sheet from the web conference we haven't really done a general sentence on "why books are useful for exploring issues within the classroom setting..." have we? As in generally. If we decided to, I have found a great quote from the Rosemary Ross Johnston reading (as we must "use the word of others to provide support for the points we are making"). Here's the quote, "Children's literature gives pleasure to its readers; it is a carrier of ideologies in its themes and in its narrative structures; it provides a diverse assortment of maps of being; and it frequently addresses in different ways themes of growth and growing..." (Johnston, p.419). Nice quote Leanne - I think it would fit well into the philosophy section of the article.

Hi all If this page looks smaller, its because I have cut and pasted a lot of the early childhood stuff to the specific page as Leanne and I are discussing all the strategies over the phone tomorrow night. As per the discussion board, this my idea of a rough structure for the article. Feel free to criticise........ // Intro as discussed - use of children's literature to reinforce importance of friendship in early childhood, laying foundation for more complex issues and global view incorporating refugees in middle school. // ** __THE EARLY YEARS: FRIENDSHIP__ // Justification of issue and books - introducing citizenship in immediate environment. // Curriculum links and activities. MIDDLE SCHOOL: REFUGEES Justification of issues and books - extending citizenship to global picture. Strategies Curriculum links and activities. __SUMMARY__ Conclusion incorporating philosophy.
 * CHILDREN'S LITERATURE: BUILDING A PATHWAY TO GLOBAL CITIZENSHIP
 * Strategies **

So that's my theory........how does everyone think? I am happy with that (nice title)

I am happy with the title and the layout also (bit confused as to the term "citizenship" as it relates to friendship but tell me thursday night as I may be missing some curriculum related terminology) // I'm happy with the title too, although if Janet is worried about the word citizenship not being descriptive enough for friendship, you could extend the title to "Building a pathway from friendship to global citizenship". It's a bit more wordy, but is more accurate/descriptive. I'm happy either way - nice thinking Janet. //

Nice work Christine - will stick it into our final draft.

From "The Shape of the Australian Curriculum" document - capabilities that the national curriculum will specifically cover:- "**Ethical behaviour** involves students understanding and acting in accordance with moral and ethical principles.......It includes identifying right and wrong and having the willingness, determination and capacity to argue the case for change; understanding the place of ethics and values in human life; acting with moral and ethical integrity; acting with regard for others; and having a desire and capacity to work for the common good. Author (not really sure - Acara?). 2009. //The shape of the Australian curriculum.// Retrieved 14 April, 2010 from www.acara.edu.au/verve/_resources/Shape_of_the-Australian_Curriculum.pdf
 * INTRO/JUSTIFICATION**
 * Social competence** will enable students to interact effectively with others by assessing and successfully operating within a range of changing, often ambiguous human situations. It includes initiating and managing personal relationships.........." (p. 13)

The following are more specific 'Friendship' parts to put in once we have done the broad intro you were talking about Christine)......

**Outline** The Tasmanian School Curriculum states that connectedness is a key value to teach within the classroom and it states that, "Developing a sense of community through friendship, care, compassion, cooperation, acceptance, belonging and sharing" (p.8) is of paramount importance. Furthermore that, "children use literacy in Health and Wellbeing to develop their personal identity, express themselves, learn to interact with others and examine relationships and issues through language" (p.17). Both texts chosen to support the development of these attributes were chosen for their themes of acceptance of diversity through friendship, as the characters accept and indeed value their differences. Cross curriculum links are encouraged and easily found as our strategies chosen (?) allow a wide variety of skills to be taught whilst focusing upon the friendship theme.
 * Discussion (Leanne & Jannet you might want to look and make reference to this document ) [[file:Final EYLF Framework Report - WEB-1.pdf]]**

*I think what we need to see is how an article such as this is set out........I thought Robyn was going to post some examples? //Christine here - I've posted a reminder to Sharon/Robyn.// **INTRO/JUSTIFICATION** We live in a wealthy and diverse society, which provides opportunities for success in many areas of life. Successful living involves a complexity of values and purposes, and includes developing a sense of community locally and globally through friendship, compassion, and acceptance (Tasmanian Curriculum - Society and History, p. 6). Through literature, the theme of friendship will be explored with kinder to prep. students, to help them understand that rich rewarding friendships can be built with people with whom we have vast differences. Acceptance, identifying and encouraging each other's strengths, and making compromises are social skills desperately required to live successfully in our increasingly diverse culture. (This sounds great Christine and would work well as an opening/broad intro) Hi Christine - beautiful writing. I think we have to have separate justifications for both and issue and books to satisfy the criteria - I was thinking we could extend your intro along the lines of global citizenship as Liz suggested, on the basis that that early childhood was suited to more basic friendship issues, and older students in middle school could extend the concept of diversity to issues such as refugees?
 * Careful when you type and save guys as the colors are being mixed up and we won't know who has contributed what bits if they change colour after each save Its a bit fiddly with the colours this wikispace site! :)

In Australia research has shown that approximately 95% of pre school age children have been born into an environment where technology is a normal part of their native world and is reflected as part of their daily socio-cultural experiences (Morgan and Kennewell, 2005; Zevenbergen and Logan, 2008). Due to the prevalence of modern communications technology and the media, it is suggested that from time to time many of our children will encounter controversial issues within and about our own socio-cultural environment and more broadly through our global environment (Oxfam 2010). Our own Australian Curriculum documents detail experiences that require the education system to teach towards student understandings of ethical behaviour and social competence (ACARA 2009). Rowan (2001) acknowledges that Australia's educational system will play a fundamental role in preparing and encouraging this generation to effect their own rights and responsibilities for global citizenship (Oxfam 2010). (maybe this in next as part of the general intro after Christine's piece?)

Attitudes of acceptance, compromise and compassion towards those who are different due to cultural, family or environmental diversity will enable students to understand and accept those who are forced from their country to ours to live in safety. Through literature, the theme of refugees/dispossession will be explored with middle school students, to help them develop empathy towards refugee circumstances, and embrace their differences in a spirit of friendship and cultural diversity. Oxfam Education document

// Have moved to middle school page //
 * REFUGEE LEARNING STRATEGIES**

Hi Christine and Liz Love the imaginary tension idea - I was thinking of a plain old ordinary debate, but the idea of actual people in the middle makes it a much more powerful exercise. I was also thinking you want to discuss how the refugee issue was portrayed in the media and what side students think the media represent. The Rowan notes on transformative analysis made me think of looking at who is included and who is excluded from the story (thinking of Home and Away) and students could discuss as to why this was done. // Hi Janet, Thanks for the suggestion about the Rowan notes on transformative analysis. I am not familiar with that material. Can you tell me a bit more about where I can access it. It sounds like it is worth looking at. Yes, the media is a good idea too. Suggestion 5 might also be a good idea to include the media perspective in. Cheers, Christine // Children's literature can be used on a variety of levels, depending upon learning goals - can be used to support and explore issues, can be used to explore vocabulary and spelling (e.g. alliterative texts), can be used as a foundation for a thematic unit (e.g. books about farms to introduce farm unit) or can be used purely for entertainment. Children's literature is perhaps the first experience children have of the learning environment. From literature they can discover how others live and learn to feel emotions of sadness or happiness as they connect with characters and laugh at storylines. Children develop and explore important values of empathy, friendship and diversity and use these early skills to discover deeper issues later in their learning, such as dispossession, inequality and conflict.
 * PHILOSOPHY**

Life in our wealthy and diverse society provides challenges and opportunities for success. In addition to teaching academic subjects, teachers must teach social skills that include developing a sense of community locally and globally through friendship, compassion, and acceptance (Tasmanian Curriculum – Society and History, p. 6). Exploring the theme of friendship through literature with early childhood students will help them understand that rich rewarding friendships are possible even though vast differences exist. In middle school, the concept of friendship can be extended to a world-wide context. The prevalence of modern communications technology and the media exposes many children to controversial issues within their sociocultural environment and through the global environment (Oxfam, 2010). Acceptance, compromise and compassion towards those who are different due to culture, family or environment, enables students to accept those forced to seek asylum in our country. Rowan (2001) acknowledges the fundamental role of Australia’s educational system in preparing and encouraging this generation to effect their own rights and responsibilities for global citizenship (Oxfam, 2010). Exploring the theme of refugees through literature, will enable middle school students to develop empathy towards them, their circumstances, and embrace their differences in a spirit of friendship and cultural diversity. (198 words)
 * Suggested (briefer) introduction** (If word count is an issue)

With maturation and a strong foundation based on learning about being and belonging (Tasmanian Curriculum, 2009), students can move from issues of friendship and their immediate world to issues relating to the global environment. 21st century technologies ensure our environment is rich with information and interwoven into all facets of our lives (Morgan and Kennwell, 2005: Zevenbergen and Logan, 2008). As a consequence, children and adolescents are frequently exposed to controversial issues. A safe space is needed for young people to explore, develop and express their own values and opinions in relation to current issues enabling them to work towards Global Citizenship (Oxfam, 2006; Tasmanian Curriculum, 2009). In Australia teachers play a vital role providing learning opportunities to foster the development of communities of philosophical inquiry where students are able to acknowledge the viewpoint of others (Tasmanian Curriculum, 2009). State curriculum details participatory teaching and learning methodologies teaching for resilience and connectedness, empathy increasing student’s chances of developing into productive and affirmed community members and cohesive global citizens (Oxfam, 2006; Tasmanian Curriculum, 2009). The plight of refugees is a highly publicised topic worthy of philosophical enquiry (Tasmanian Curriculum, 2009). Students need to undergo an active imaginary process to develop interpersonal skills necessary to be empathetic towards the predicament of others (Blatner, 2002). // Hi Liz, I looked at your intro and removed and reworded a few things - mainly just taking out filler words. I have tried to keep the intended meaning in all sentences. It's cut out 31 words. // //If you're happy with it you can replace the original one you wrote ...//
 * Revised Intro - Middle School**