The Unique Child Network

The Freedom to be Myself

Members

THINGS TO KNOW ABOUT

SAVE CHILDHOOD MOVEMENT EVIDENCE PAGE

TOO MUCH TOO SOON CAMPAIGN EVIDENCE PAGE


EU KIDS ONLINE

THE IMPACT OF SCREEN MEDIA ON CHILDREN.pdf
By Aric Sigman

THE IMPACT OF THE COMMERCIAL WORLD ON CHILD WELLBEING 

UNICEF 2011 REPORT ON CHILD WELLBEING

COMPARATIVE CHILD WELLBEING ACROSS THE OECD


UNICEF 2007 REPORT ON CHILD WELLBEING

CUTTING THE CHILDREN'S PLAN - a £5 billion pound experiment gone astray
Centre of Policy Studies 2010

AND END TO FACTORY SCHOOLS
By Anthony Seldon


WHAT'S NEXT? by Charles Leadbetter


THE IMPORTANCE OF PLAY
Published by Play England


FUTURELAB

FUTURE OF LEARNING GROUP

 

LEARNING WITHOUT FRONTIERS

EDTALKS

KHAN ACADEMY


EDUCATION EYE

CRISIS IN THE KINDERGARTEN - Why children need to Play in School

THE UK PRIMARY REVIEW

EMERGING PERSPECTIVES ON CHILDHOOD - Robin Alexander

STARTING STRONG.pdf

STARTING STRONG 2.pdf

LEARNING THE TREASURE WITHIN.pdf

REAL WEALTH POLICY PROJECT

THE INTERNATIONAL CENTRE FOR THE ENHANCEMENT OF EARNING POTENTIAL

NATURE DEFICIT DISORDER


CHILD AND NATURE NETWORK

RETHINKING CHILDHOOD
Tim Gills website

THE INNOVATION UNIT

EDUTOPIA'S SIX CORE CONCEPTS


ALLIANCE FOR CHILDHOOD


PATRIZIO PAOLETTI FOUNDATION


CAMPAIGN FOR LEARNING'S 'WHOLE EDUCATION'

CISCO - EQUIPPING EVERY LEARNER FOR THE 21ST CENTURY

THE NEW SCHOOLS NETWORK

FAMILIES AND WORK INSTITUTE

WHAT ABOUT THE CHILDREN

NEW ECONOMICS FOUNDATION

HARVARD PATHWAYS PROJECT

CHILD WELLBEING RESEARCH CENTRE- at the University of Southampton, UK

CHILDCARE MATTERS - UK based website run by journalist and consultant James Tweed

INTERNATIONAL PERSPECTIVES ON PARENTING SUPPORT

Groups

Events

 

WELCOME

The Unique Child (UQC) Network unites people worldwide who are concerned about the nature of current educational systems and their lack of focus on the wellbeing and innate potential of each child. It promotes the idea that learning models should serve the healthy and sustainable development of the communities within which they exist - and that diversity of interest and ability is the natural expression of any organic system. It also suggests that creativity, risk-taking and innovation are essential elements for any healthy system.


It acknowledges how technology is rapidly and profoundly changing the world of learning and highlights some of the emergent possibilities. It also highlights the urgent need for more research and understanding re the cognitive and emotional impact of such technology, especially on young minds.

It pays particular attention to the vital foundational importance of the early years and the need to protect the rights of each child as a joyful and uniquely predisposed learner.


It invites dialogue, debate and contributions from those who wish to be part of the current re-visioning of approach being suggested by key thinkers of all disciplines. It also encourages the development of an evidence-based 'Science of Learning' that can challenge traditional models and better underpin our understanding of the child as a dynamic natural learner.

'The illiterate of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.'

A. Toffler
 

Read about the founder

In order to move from awareness of these issues to more concerted action Wendy is now leading the development of the Save Childhood Movement  
www.savechildhood.net

Blog Posts

EXPOSING AND DESTROYING WITCHCRAFT!

Hello everyone,



I have information about spiritual warfare on my website:



http://www.valentinabestmusic.net/spiritual-warfare-daily.html



including very informative and educational material about destroying witchcraft and dangers of the occult. 



Please read gospel tracts entitled: "Exposing And Destroying Witchcraft!" "Dangers Of The Occult: Exposed!" and "You Can Be Set…

Continue

Posted by Valentina Moza on August 19, 2014 at 1:45

COMPREHENSIVE ASSESSMENT

Interesting article from Suzie Boss via the Edutopia site

Comprehensive Assessment: A Short History

Comprehensive assessment embraces the whole system of assessing student understanding as a mechanism to improve teaching and learning.…

Continue

Posted by wendyellyatt on May 29, 2013 at 13:03

KEN ROBINSON ON CREATIVITY

The education secretary's new national curriculum is a dead hand on the…

Continue

Posted by wendyellyatt on May 21, 2013 at 11:20

EQ IS AS IMPORTANT AS IQ - INTERESTING LINKED-IN POST FROM DANIEL GOLEMAN

Teach Emotional Intelligence in Schools

 
Continue

Posted by wendyellyatt on May 20, 2013 at 10:56

THE RSA 'OPENING MINDS' COMPETENCY FRAMEWORK

In April 2006 the employers’ organisation, the CBI, published a report on the skills that employers were looking for among school leavers and graduates. As well as basic skills in literacy, numeracy and specialist skills in area of science and technology the CBI research also highlighted the eight ‘employability skills valued by prospective employers:

  • Self management
  • Team working
  • Problem solving
  • Communication – application of literacy
  • Business awareness
  • Customer care
  • Application of numeracy
  • Application of ICT

With this in mind the RSA www.rsa.org.uk has now developed a 'Competence Framework' that promotes innovative and integrated ways of thinking about education and the curriculum. Teachers design and develop a curriculum for their own schools based round the development of five key competences:

  1. Citizenship
  2. Learning
  3. Managing Information
  4. Relating to people
  5. Managing Situations

A competence based approach enables students not just to acquire subject knowledge but to understand, use and apply it in the within the context of their wider learning and life. It also offers students a more holistic and coherent way of learning which allows them to make connections and apply knowledge across different subject areas.

This framework, that is known as Opening Minds, is now being used in over 200 schools across the country.

 

Read more

 

 

 

THE END OF FACTORY SCHOOLS


According to Anthony Seldon, master of Wellington College and Tony Blair's biographer, the state system is guilty of producing "factory schools" turning out young people "incapable of living full and autonomous lives and who are little more than well-drilled automatons" after an education that lacks intellectual depth and rigour.

This is the preface to his new Centre of Policy Studies publication

PREFACE

Schools should be places of engagement and delight. Instead, students often resent and insufficiently value them. Parents should be actively engaged in and full of gratitude for the schools that their children attend. Instead, they are often indifferent and even unco-operative. Teaching should be a profession which the brightest and most energetic should aspire to and fight to join. Instead, it is hard to get top graduates to apply. And when they do, it is hard to keep them in the profession (which is a profession in name alone). To be a head should be the apex of every teacher’s dream. Instead, such is the encumbered nature of the job, many heads’ posts remain unfilled.

Too many state schools in Britain in 2010 have become factories. Results (at least on paper) have improved. But at what cost? Reluctant students are processed through a system which is closely controlled and monitored by the state. No area of public life is more important than education to prepare people to live meaningful, productive and valuable lives. Yet our schools turn out young people who are often incapable of living full and autonomous lives. At the same time, employers condemn students’ lack of academic and personal skills while universities find that the end products of schools can be little more than well-drilled automatons who do not know how to think independently about their academic subjects

 

Read the whole publication

 

 


ONLY CONNECT

Valerie Hannon produced the paper 'Only Connect' for the Centre for Strategic Education in 2009.

"A successful system, in 20th Century terms, knows it must become radically innovative for the changed conditions of the 21st Century. This agenda is not a merely technical one. The imperative to transform our education systems needs to engage the passions of educators, connecting with all their intelligences, just as we are seeking to engage young people."

'Do not confine your children to your own learning, for they were born in another time.' - Hebrew proverb -

THE INNOVATION UNIT - LEARNING FUTURES

This booklet, produced as a joint venture between the Paul Hamlyn Foundation and The Innovation Unit, explores some of the educational needs of the future. It argues that some key emergent (and some well-known) practices, taken together, might transform learners' (and teachers') experience of schooling.

Download Learning Futures: Next Practice in Learning and Teaching

AN OBSOLETE SYSTEM?


"One had to cram all this stuff into one's mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful to me for an entire year... It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail. It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty."
Albert Einstein

"Some day, maybe, there will exist a well-informed, well-considered, and yet fervent public conviction that the most deadly of all possible sins is the mutilation of a child's spirit; for such mutilation undercuts the life principle of trust, without which every human act, may it feel ever so good and seem ever so right, is prone to perversion by destructive forms of conscientiousness."
- Erik Erikson

"Students sit passively in separate classrooms. Everything is coordinated by a predetermined plan... with rules to keep things moving like one giant assembly line throughout each hour, day, and year. Indeed, it was the assembly line that inspired the industrial age school design, with the aim of producing a uniform, standardized product as efficiently as possible.

Though the need to encourage thoughtful, knowledgeable, compassionate global citizens in the twenty-first century differs profoundly from the need to train factory workers in the nineteenth century, the industrial age school continues to expand, largely unaffected by the realities of children growing up in the present day."


Presence: Human purpose and the field of the future co-authored by Peter Senge, Otto Scharmer, Joseph Jaworski and Betty Sue Flowers

Forum

IT'S NOT ONLY OUR MINDS THAT MATTER 1 Reply

There is an increasing body of evidence that suggests that the functioning of the central nervous system, together with the patterns of primary reflex and movement that we have developed since birth,…Continue

Started by wendyellyatt in EARLY YEARS. Last reply by Harriet Broadfoot Aug 2.

Phonics testing of young children 2 Replies

TACTYC (Association for the Professional Development of Early Year Educators) has raised a petition (see http://www.gopetition.com/petition/42347.html) against the testing of phonics.  We are…Continue

Tags: children, young, testing, phonics

Started by Janet Moyles in EARLY YEARS. Last reply by Nick Moon Aug 12, 2011.

Positive Masculinity

To be a man is to perform a balancing act on a wide scale - with the oppressive tyrant at one end and the caring feeling homosexual at the other.  My fathers’ generation spent most oftheir time at…Continue

Tags: passage, of, rites, masculinity, Parenting

Started by Nick Clements in EARLY YEARS May 1, 2011.

READINESS

I have just had this piece published in EYE Magazine WHAT DO THEY MEAN BY ‘READINESS’? I think that there is currently a great deal of confusion about the term ‘readiness’. In early childhood…Continue

Tags: teather, education, learning, play, readiness

Started by wendyellyatt in GENERAL Feb 7, 2011.

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