CHILDHOOD MEMORIES 8 Essay Example

  • Category:
    Education
  • Document type:
    Essay
  • Level:
    Undergraduate
  • Page:
    2
  • Words:
    1497

Childhood Memories

(Student Name)

Introduction

Nothing is more powerful than childhood memories. Every day of our lives is touched by childhood memories therefore, shaping the life of adults. Additionally, some of our greatest fears were shaped by these memories. They produced our greatest anxieties and most of our negative and positive attributes are the products of our childhood memories. Now that am an adult, my goals, attitudes, expectations, and view of life are powerful influenced by my childhood memories and experiences. I remember when Susan and I played cowboys in the barn of our neighbor dairy farm during my first year in school. We would dress up like cowboys themselves and head to the farm. I had my favorite calf that I would tie the cord to a beam in the stall. The calf would pull against the rope and start choking itself. As foolish as I was, I would enjoy seeing the calf choke itself, not thinking it would choke itself and die.

This became a serious situation because; the calf pulled the cord so hard, that we were unable to untie the calf by ourselves. In addition, it was choking and had started rolling its eyes while removing its tongue out of its mouth. We knew the calf was kicking the bucket. I was so nervous to the point I started shaking and sweating all over. This is because I knew I was in serious trouble. I started screaming, running all over the compound saying that the calf had hanged itself and dying. My father came running and saved the calf. Nevertheless, I would enjoy watch the cows being milked. To me it seems interesting the way the milkman would squeeze the cow’s teats as if it was easy. Our suburban class also got a chance of visiting a dairy farm. We had an opportunity of experiencing how cheeses, yoghurt among other dairies are made. In addition, it connected our class with the farm.

Teachers should encourage students to engage in society and environment issues that are pertains the impact of science on our everyday life. They should also make responsible decisions on how to tackle such issues. According to Marsh & Hart (2008), they state that the environment is what sustains our communities, future generations, our families, and us. The environmental education is what helps us to make conceptual connections in terms of economic prosperity, benefits of society, environmental health and our own health being. However, the environmental education improves the student’s achievement in science. This is because student’s environmental education connects classroom learning with the real world. Students also find a way to gravitate towards the environment.

My childhood memories have also been influenced by my early environment. From my narrative, it is clear I grew up in a farm where people had farms. My immediate neighbor was a dairy farmer and I enjoyed playing cowboys with my friend. I learnt a lot from the farmer who showed me how to milk cows, clean their area of surroundings as well as remove the manure and its importance in a farm. He also taught me how to skim milk, make yoghurt and cheese. I also did well in sciences because my father and the farmer taught me a lot regarding the animals, their diseases practically. Moreover, the environment shaped my way of thinking, values, objectives and perspectives. For example, I have a soft heart for animals and look forward to owning a dairy farm in the future. I also pursued a career in Bio- Chem. to a higher level because my childhood memories are involved around the environment and science.

AsLieberman (1998) explains that, student’s achievements are drawn towards their own life experiences and the world around them. For example, activities like family and personal timelines, taking photographs, visiting the community members, we learn about the concepts of continuity, changes, time, sequencing and chronology. Additionally, when student’s reads storybooks, narratives, participate in celebrations such as Christmas parties, they learn about other people’s histories and different cultures. They begin to understand why other individual’s cultures are different from their own. On the other hand, they develop awareness of different concepts because of their experiences with their environment. They also learn more about their location, direction, distance of their school, classroom, shops, local parks and other significant features around their immediate environment and master the geography of their surroundings. Nevertheless, they can be able to give and follow directions using basic terms as turn right, left, far, near among others.

Furthermore, they become curious of natural factors like rain, sun, wind, earthquakes as well as, human activities like cutting down of trees would affect their lives. They also develop basic stories that link with events of their own experience. For example, I would play outside whenever it was raining, despite warned several times by mother of the consequences of rain in my body. Students also participate in activities like, protecting themselves from rain with an umbrella, applying sunscreen on their body to cover from sun, recycling, saving water and energy. This means that they develop awareness of environmental issues from the lessons taught in their Humanities, Geography, History, and Economics among others.

As chapter 2 of planning claims, teachers should plan well in their lessons in order to make sure that what they are teaching is meaningful and appropriate. This is one of the effective key aspects of effective teaching. Most of successful lessons are out of formal planning instead of trial and error. This is because it helps a teacher think before hand of what he is going to teach, empowers him in decision making, boosts up his self confidence on the subject, as well as gives him a frame work of evaluating his success toward the subject. Fieldwork continues to meet the requirements of environment and society curriculum. Based on my own experience, one of the tensions I remember, as yesterday is the calves I tied around the barn and stand aside watch them choke. I learnt that they can choke and die, and so I have never repeated the same mistake again. I also make yoghurt and cheese on my own based on the information I acquired while young. Lieberman (1998) further argues that, the studies of society and environment are both complex and challenging. This is because it is hard to define what is the nature and purpose of the society and environment, and challenging because there is no formula as to how it can be taught. However, through the social education, students learn about their cultural, historical and geographical basis of their society. They also learn about how societies are structured and ways in which their community decisions are implemented. Lastly, they learn about diverse cultures that make up their society and factors that influence cultures like, race, ethnicity, religion, beliefs, history, and geography among others.

Reynold (2008: 4) claims that understanding the needs and wants of goods and services is the foundation of how the world works. He points out that, the usual economic needs are food, shelter, health and education. Additionally, he explains the social, self-respect and communication with other people as fundamental values. For example, individuals need to participate in decision-making in the society as well as their own lives. Students can therefore, explore how and why these practices in their social systems differ from other cultures and locations, as well as, what it means by making personal decisions in both social and civic. A teacher uses a developing unit on younger students to pull out the immense concepts on their own childhood experiences.

Furthermore, the curriculum is extremely essential in any learning and teaching setting from early childhood. Education is therefore, a process of shaping the ideology in preparing children to become better citizens in the society. Children are the prospective members of the society and put their energy into education. The teacher is therefore, a manager for the conditions of learning. The teachers stimulate the students to run the curriculum by involving the environment and society around them.

Environmental issues affect the quality of life that we enjoy now and in the future as well. If the environment is allowed to degrade, there will be nothing left for the potential generations. Therefore, the teachers should teach their students from an early age to conserve their environment. This is because, only environmental and social curriculum can help equip the young children to better analyze the environmental problems, understand them and find solutions to them.

References

Marsh, C and Hart, C. (2008). Teaching the Social Sciences and Humanities in an Australian

Curriculum. Pearson Australia:Sydney

Reynold, R. (2008). Teaching Studies of Society & Environment in the Primary School. Oxford

University Press: Australia

Lieberman, G and Hoody, L (1998).Closing the achievement gap: Using the environment as an

Integrating context for learning. CA State Education and
Environment Roundtable: Sacramento, CA:

Victorian Essential Learning Standards. (2009). Level 1 (Prep): The Humanities — Level

1 Learning focus. Retrieved 2nd August, 2011 from http://vels.vcaa.vic.edu.au/vels/level1.html