Nurturing children’s personalities:

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In many classrooms in England, teachers are struggling to prioritise the nurturing of children’s personality, as recommended in Article 29(1a) in the United Nations Convention on the Rights of the Child which states that the education of the child should support the development of personality, talents and mental and physical abilities. This reflective piece discusses how teachers can explore the development of relationships and consider how this affects pedagogical preferences and practices as they become aware of the uniqueness of each child.

At a time where there is a global drive towards future targets with the constant obsession to categorise children according to a numerical score (Bradbury & Roberts-Holmes, 2017; Batra, 2013), we have systems thailand consumer email list that do not appreciate children for who they are but rather for who they might become in order to fit into a prescriptive agenda (Holloway & Santori, 2024; Campos Martinez et al., 2022). These pressures can often mean that the spontaneous demonstrations of cariño, a term that refers to the implicit emotional responses such as care, fondness, affection, kindness, endearment and attachment that can occur during interactions (indoors or outdoors); can often be disguised and, as a result, undervalued, as suggested by Blanco-Bayo (2022).

‘We have systems that do not appreciate children for who they are but rather for who they might become in order to fit into a prescriptive agenda.’