Civics and Citizenship - Learning about Democracy

Civics, Citizenship and Kindergarten

Civics and Citizenship Education (CCE) aims at providing children with the skills and knowledge to become active participants in their wider communities and Australian society (Reynolds, 2014; Gilbert & Hoepper, 2014). CCE helps students to develop an understanding of their responsibilities and rights within Australia’s democratic society (Brett & Colliver, 2014). In the early years CCE is about discovering how to contribute to their ever growing communities. Developing social skills to help them become active and involved citizens is an important part of their education and development (Department of Education, Employment and Workplace Relations (DEEWR), 2009). For CCE to work successfully, your children will be presented with opportunities to participate in authentic and engaging education about local as well as global issues (Tudball & Brett, 2014).

(Openclipart, n.d.)

(Openclipart, n.d.)

 Preston, Harvey and Wallace (2015) discuss the importance of using an inquiry based model when teaching CCE; as it promotes engagement, a deeper understanding and encourages your children to think critically. This in turn helps to create more active citizenship learning (Preston, Harvey and Wallace, 2015). The Early Years Learning Framework (EYLF) incorporates CCE throughout the outcomes but specifically Outcome 2 – Children are connected to and contribute to their world (DEEWR, 2009). We will be exploring CCE by allowing the children to make choices, initiate their own learning as well as encouraging collaboration and cooperation. The focus we will have for the term assists in meeting EYLF outcomes but also numerous general capabilities such as personal and social capability, literacy and critical and creative thinking (Australian Curriculum Assessment and Reporting Authority(ACARA), 2018). 

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD 

·       · Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation 

·       · Children respond to diversity with respect 

·       · Children become aware of fairness 

·       · Children become socially responsible and show respect for the environment  (DEEWR, 2009, p. 29).

Links to the EYLF and Australian Curriculum should you wish to have a read further.

EYLF
Australian Curriculum

Creating Community Connections

Broadening understanding in CCE will involve children discovering their roles in the community and how they can effect change. As a community we are being greatly affected by the impact drought and low milk prices has on our farmers. Taking into consideration a number of our Kindergarten members are directly impacted by this, we will be using the farming industry as our focus for this term. 

• As parents you might talk about your role in the farming community or the people you know that are involved.

(Quadsquad, 2011)

Where does our milk come from?

• "Can anyone tell me what dairy farmers do?
• “Who Needs milk?” 
• “What could we do to help?”

We will hold discussions about the roles dairy farmers play in our community. We will brainstorm ideas, read stories about farming, draw pictures and role play getting milk from the cow to the supermarket. Children take part in a collection drive to help struggling families; collecting non-perishable food items to be distributed to local dairy farming families.  During the term we will also undertake an excursion to a local dairy farm to see for ourselves exactly what a dairy farmer does.

(Opa's Corner Storytime, 2017)

Overall, CCE provides children with an opportunity to develop skills important to becoming active and informed citizens. The role of CCE in early childhood education can not be overlooked if we want to provide children with the best start to their education and life as a whole. CCE is essential in helping children meet goals such as those set out by the Melbourne Declaration and EYLF. 

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References

Australian Curriculum Assessment and Reporting Authority. (2018). The Australian Curriculum: all subjects (Version 8.3), all years, all curriculum elements, all curriculum dimensions. Retrieved from http://www.australiancurriculum.edu.au/download/f10   

Brett, P., & Colliver, A. (2014). What matters and what’s next for civics and citizenship education in Australia? Social Educator, 32, 5-11.

Department of Education, Employment and Workplace Relations (DEEWR) (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR.

 Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5th edn.). Southbank, VIC: Cengage Learning.

Opa’s Corner Storytime. (2017, Sept 9). My Farm – Alison Lester[Video File]. Retrieved from URL:  https://www.youtube.com/watch?v=EBRsul3LRK8

 Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: A primary Humanities example. Australian Journal of Teacher Education, 40, 73-82.

 Reynolds, R. (2014). Teaching Humanities and Social Sciences (3rd Ed.). South Melbourne, VIC: Oxford University Press.

 Tudball, L., & Brett, P. (2014). What matters and what’s next for civics and citizenship education in Australia? Social educator, 32 (2), 4-15.

QuadSquad. (2011, Sept 22). Where Does Milk Come From?[Video File]. Retrieved from URL:          http://www.easybib.com/guides/citation-guides/apa-format/youtube-video/