CHILD FRIENDLY SCHOOL - BASED IMPLEMENTATION
AND AFFECTIVE DEVELOPMENT TO PUPILS
By: Katheren D. Alicante
Teacher, SDO-Makati, Department of Education, Philippines
The school provide a fundamental and essential role for students. It is the venue where children developed their personal and social growth as they learned things in the future. A child-friendly school establishes every child or students’ lives in an environment that is physically safe, emotionally secure and psychologically enabling.
The teacher as well, embodies an important role in shaping the children to learn new things and to be able to apply this in their daily lives and with the teacher's job is to create an effective and comprehensive classroom. To yield into it, most teachers support the use of differentiated and correlative teaching methods. Students were encouraged to participate in class and work together.
The Department of Education takes action on further protecting the students. Approved and sign in 2006, DM 73, s. 2006 - Child-Friendly School; System (Cfss) At The Elementary and Secondary Levels law in the whole country is applied. According to UNICEF, "child-friendly school reflects a quality environment. A child-friendly school regards education as every child’s right and helps to monitor the rights and well-being of every child in the community. A child-friendly school acts in the interests of the ‘whole’ child, which includes his or her health, nutrition and overall well-being. A child-friendly school cares about what happens to children in their families and communities before they enter school and after they leave it." This law which is administered is very important in which, it ensure not only the safeguard of the children but also advocates quality education and concurrence.
However, the case was not always like that. Some pupils are hesitant to go to school because of the common reason, they are being bullied. The focal point of education are the learners. It is vital for the students to stay in a safe and conducive academe. We also heard in news about students who report to their parents that some of them were mistreated by their teacher, like scolding and do something physically that harmed them like throwing eraser at them etc.
According to UNICEF (2006): “The challenge in education is not simply to get children into school, but also to improve the overall quality of schooling and address threats to participation. If both quality and access are tackled, children who are enrolled in primary school are likely to continue, complete the full cycle, achieve expected learning outcomes and successfully transition to secondary school.”
A school must understand the relevance of the implementation of this program and should know the efficacy of this through disclosing the affective development on the pupils. It is essential that before implementing this course, the school and its committee must have a clear perception whether this program could aid pupils’ morale, enhance their well-being and comprehensively understand its goal in line with the perceptual breakthrough and intuitive progress of the pupils.
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