I value education as it has the opportunity to support and guide children through their learning and development with the aim of producing confident, independent individuals who are able to contribute effectively to society and the economy.
Many people have differing views on the purpose of education. My belief is that its primary role is to provide an equal and active learning experience for all children and young people regardless of gender, race, religion or social classification. It is important that schools adopt an ethos which encourages pupils to have a sense of belonging to a community; with children feeling united and part of something great. Through achieving this, schools and education will be able to combine academic learning experiences and the transmission of morals and values with the intention of creating a fair and more egalitarian society.
It is absolutely critical that children are at the heart of the education process. They deserve to have a voice and play an active role in their learning. This differs from the idea that education is consumed and that it involves the creation of accepting minds rather than creative individuals. Having looked at practices such as Montessori schooling, I can see the benefits of children having the freedom to engage in activities which interest them and how this can support their development. I also like how the focus is on the process of learning and not the end result. Children are rewarded on effort and not by test results or grades. I believe that this approach is a crucial aspect of intrinsic motivation and one that will result in confident, independent thinkers who are not afraid of facing challenges.
In summary, education plays a vital role in creating ethical, independent and successful individuals. It is a teachers role to provide an engaging and stimulating learning environment which allows children to grow and explore through social and environmental interactions. It is absolutely critical that this opportunity is provided to all children and young people.
