Learning skills for the challenges of tomorrow

Learning new skills is fundamental to human development. These skills come in many forms - from physical movement to reading, writing and listening. Although I believe in the power of acquired knowledge, I also contend that cultivating a child’s sense of purpose and passion is equal to the importance we place upon the retention and assessment of information. Nurturing an optimum blend of physical, social, cognitive and emotional literacy is most important in childhood. This is where brain growth is most prolific and a toolkit of skill sets can be fostered to help children adapt to the challenges of today and oriented to help them face the demands of tomorrow. We know that youngsters who score high on psychosocial skills at an early age, as opposed to academic skills training, report better adult outcomes in education, employment and mental health (1).

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We presently live in a world which resembles a moving target. Learning by a range of means and experiences enables us to seethe world at a granular, personalised level (how I make sense of information and what it means to me) and with a global perspective (how I impact others and systems through my actions). Being adaptable to changes in this way, helps young people not only to distil information but also how to integrate it with other experiences and use it effectively. However, which practices do we need to instil to help youngsters align their learning with an ever-changing society?

Get them moving

Physical literacy is vital for a child’s motivation and confidence to take personal responsibility for their engagement in physical activities for life. The freedom of movement is also the fuel for better cognitive functioning through brain rewiring. Some of the best ideas we have are realised when we are physically active.

Engage them, don’t over protect

Relevant, meaningful learning aligned to children’s lives and helping them to feel part of something significant is vitally important. Although we should not subject children to unnecessary pressures to succeed, we need to move them towards intelligent risk-taking which allows them the freedom to fail, and feel what it is like get back up again.

Convergent thinking and prioritise questions

Following a narrow path of thinking needs to be avoided and replaced by what children do best – coming up with creative, non-linear ideas and questions which ask why and what now?

Co-adventuring for change

The best efforts of individuals both to memorise facts and deal with uncertainty can be upskilled by collaborative, connected experiences without prescribed outcomes which build relationships and create empathy – regarding as the new literacy (2).

Recognising the needs of others

By understanding the connections between one’s own emotion and behaviour we begin to use our natural ability to interpret the actions and feelings of others. This may provide the platform for effective communication and deep empathy especially within challenging circumstances. This also helps individuals to learn through copying the actions of others; playing a role in learning a range of skills, especially in childhood.

References

1. Peter Gray, Kindergarten Teachers Speak Out for Children’s Happiness. How can teachers bring common sense and compassion to education policy? Psychology Today, November 2019.

https://www.psychologytoday.com/ca/blog/freedom-learn/201911/kindergarten-teachers-speak-out-children-s-happiness

2. Rita McGrath, Management’s Three Era’s: A Brief History, Harvard Business Review, July 2014.

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