The current educational climate provides an environment which privileges cognitive knowledge over any other form of knowing, the assessment of which is largely documented through written form either by children or by adults on behalf of children. Teachers are encouraged to look for the holes in each child’s knowledge, as opposed to the whole of their being and knowing, and to measure this using language as opposed to any other form of sense-expression which might speak to a young child’s expertise.
Could you distinguish between a child that has a right to education and one which doesn’t? Meet Nyima, a young girl from a remote nepali community, whose family identity is not recognised or given any right to belong in their community. Hear her story of being released from total social oppression into an education and a future.
In this blog Earlyarts Director, Ruth Churchill Dower, explores how the arts can enable young children with selective mutism to communicate by connecting brains and bodies in new and creative ways and how a new PhD research programme will explore the impact of different art forms on early brain development.
Renowned theatre-maker, Amelia Bird, highlights the importance of rigorous research to demonstrate how their Speech Bubbles programme has a 'statistically significant impact on children’s spoken language, storytelling and social interaction abilities'.