The document discusses the complexities of understanding and teaching contemporary children, highlighting their developmental stages and the impact of societal structures like age-graded schooling. It emphasizes the need for teachers to adapt their methods according to children's unique learning needs and characteristics while advocating for responsive and empathetic teaching practices. Different learning strategies, types of learners, and the importance of fostering children's curiosity and emotional growth are also outlined.

1. COPING WITH
CONTEMPORARY CHILDREN

2. RASHEED, Oluwasegun Kazeem Ph.D
(+234)-8051700164, (+234)-7066867887
kazeemrasheed1440@gmail.com
MNAEAP, EMPM, MNIM, MTRCN, MACSN, CT,
Dip. Digital Mkt., CEAF, CME, W10FE, CMIE,
FMIE, MAPROCON, AMIBRN, MCIEMA (USA)
Lead Principal Facilitator at HEED – A - DINK CONSULT

3. INTRODUCTION
 Living in a society where childhood is thought of as a series of
developmental stages has specific effects on children. For example.
Schooling is organized as a series of age-graded progressions, which means
that children are not only relatively segregated from adults but also from
children of different ages. Children themselves acquire ideas about what is
appropriate for people of their own age and may try to negotiate specific
freedoms or privileges on this basis. Ordering children's lives in this way
also influences what they are capable of achieving. It has been argued that
the restriction of children to age-graded institutions may help to construct
the very developmental stages that are seen as universal features of
childhood.
 Childhood is an exclusionary status, in that children are under the
jurisdiction of their parents. Their subordinate position is also evident in
their interaction with adults. A child is expected to be deferential and
obedient by nature. In an attempt to teach children, there is need to know
them and know much about how they behave.

4. CHILDREN ARE LIKE
 PLANT
 BUILDING
 COMPUTER
 BOOK AND BIRO
 VEHICLE

5. KINDS OF TEACHERS
 DIGITAL TEACHER
ANALOG TEACHER
WEAK TEACHER
STRONG TEACHER
KILLER TEACHER
HEALER TEACHER

6. Teachers in our Time
A Dangerous Teacher…
Believes that teaching job is not about relationships
Believes that this is just a job, and when the school day is over, the work’s all done.
Believes that he/she can handle any situation, alone.
Believes that, “It will be good to make all things within without sharing them.”
Believes that all these kids need is within is reach’.”
Believes that what he/she does outside of classroom has no bearing
Believes that anger management shouldn't be part of the curriculum
Never makes time to adjust, learn and listen
Believes that kids have no right to be mad
Believes that he/she can’t make a difference
Believes that punishment is more effective than discipline
Thinks you shouldn’t smile until Thanksgiving.
Believes that morality and values should only be taught at home
Believes that strict adherence to the rules is the most important goal of any child’s day.
Forgets he/she is modeling.

7. The Effective Teacher…
Establishes good control of the classroom
Does things right, consistently
Affects and touches lives
Exhibits positive expectations for ALL students
Establishes good classroom management techniques
Designs lessons for student mastery
Works cooperatively and learns from colleagues
Seeks out a mentor who serves as a role model
Goes to professional meetings to learn
Has a goal of striving for excellence
Can explain the district’s, school’s, and department or grade level’s curriculum
Realizes that teaching is not a private practice
Is flexible and adaptable
Listens, listens, listens
Understands the teaching process
Teaches with proven research-based practices
Knows the difference between an effective teacher and an ineffective one
Has positive expectations for student success
Create a lasting impact in student lives

8. What do you know about children?
Here are some tips on how to know them better;
•Children learn through tears and drama
•Teaching children should be through mother’s tongue. It is only in developing countries
like ours that children learn through foreign languages
•The school should be made a house of joy for children
•Children need to be guided on how to use their reasoning in making decisions
•Play meaningfully with them to get them involved
•Reward and punishment is necessary when raising children (using stick and carrot
approach)
•Curiosity is natural with children hence; teachers should not discourage the children
while asking questions
•Children should never be taken as adult hence; they should be treated as they are

9. Tips on children contd …
•Children education is based on interest and needs hence; teacher should make teaching
friendly
•Each child is a unique individual with his own needs, interest and background.
Therefore, respect children.
•Children love drama and emulation. Therefore, teacher should teach by example
•Children should not be exposed to hard task beyond their capacity, rather start with the
simplest
•Complete education of children must combine the hands (crafting) the brain
(quantitative reasoning) and the heart (reflection)
•Help children to unfold their hidden talent
•Involve children in teaching and learning process to enhance quick assimilation
•Teacher should not be statue where children learn rather, teacher should be dynamic

10. CHILDREN INTELLECTUAL DEVELOPMENT
What is intelligent?
Intelligent is the potential to process information that can be
activated in solving problems or to create value.
In teaching children, it is the duty of the teacher to
know the mental capacity of the children before
introducing any concept. The work of a teacher in
21st century is likened to with all other professions
in the world. In line with that, teachers are
expected to know the stages of children’s growth
and its implication towards their learning styles.

11. Stages of Mental Growth in Children
 The sensory motor age (Birth – 2)
 The preoperational or intuitive stage (2-7)
 The concrete operation stage (7-12)
 The formal operation stage (12 years and above)

12. The sensory motor age (Birth – 2)
The child at this age directs his
learning through adaptation to the
immediate environment he/she lives.
At this stage, the child make uses
senses to touch, feel, visualize, smell,
taste, and move. His learning is
acquired through movement and
sensory perceptions.

13. The preoperational or intuitive stage (2-7)
This is a stage where development
of language starts. At this stage a
child loves to play and meet
people. This stage is characterized
with image building. Whatever the
child learns here for bad, if not
corrected might be permanent.

14. The concrete operation stage (7-12)
This is the stage where a
child differentiates between
the good and the bad. It is
called concrete because
behaviour and attitude are
formed here.

15. The formal operation stage (12 years and above)
This stage coincides with
the entry into adolescence.
The adolescence at this
stage think of how to solve
problem on his own.

16. CHILDREN LEARNING METHODS
 Practical life activity learning method
In this method, children are eager to learn when exposed to
practical. Not only that they believe so much in physical
things rather than abstract.
 Problem based learning method
This learning method talks more about allowing children to solve problem on their
own while being guided. Meaning that children will be given a hypothetical
question or story but they will be asked to think on their own and find solution to
it.

17. CHILDREN LEARNING METHODS contd …
 Discovery learning method
Experts believe that this has to do with excursion and travelling. If the
students embark on a trip they would be asked to write freely on what
has been learnt or discovered while on tour.
 Project learning method
This method is synonymous to assignment given to
student. Sometimes this might be expensive and
creative compare to assignment.

18. TYPE OF LEARNERS
Verbalizers: These are learners who learn
through thorough reading.
Visualizers: These are learners who learn
through seeing.
Auditory learners: These are learners who learn
through thorough earing
Kinaesthetic learners: These are learners who
learn through active participation in activities.

19. At the end of children training, the following must manifest in them;
Development and disposition of good character
Change of appearance
Cognition improvement
Agitation towards responsibilities
Development of human capacity
Humorous
Self esteem
Unfolding wisdom and thinking
Tolerance display

20. NOTE THESE WHEN TEACHING CHILDREN
THEY REMEMBER
 10% OF WHAT THEY READ
 20% OF WHAT THEY HEAR
 30% OF WHAT THEY SEE
 50% OF WHAT THEY HEAR / SEE
 70% OF WHAT THEY SAY / WRITE
 90% OF WHAT THEY DO

21. TAKE YOUR TIME TO ASK THEM THESE
READ
HEAR
VIEW IMAGES
WATCH VIDEOS
ATTEND EXIBITIONS
WATCH DEMONSTRATION
PARTICIPATE IN HAND WORKS
COLLABORATIVE DESIGN LESSON
SIMULATE OR MODEL A REAL EXPERIENCE
DO THE REAL THING

22. WHAT CHILDREN SAY EVERYDAY
I HEAR AND I FORGET
I SEE AND I REMEMBER
I DO AND I UNDERSTAND

23. QUESTION
AND
ANSWER

24. THANKS FOR LISTENING
GOD BLESS YOU ALL