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BUILDING STRONG CAREER DEVELOPMENT FOUNDATIONS
Career Aspirations in the Early Years of Schooling
Jenni Proctor | Career Clarity
Aspirations
When I grow up I want my career to be like……………
one of my parentsone of my favourite relatives a family friend with a cool jobmy teachersomeone I have seen workingsomeone on television a famous sports star, entertainer, movie stara cartoon character.
When are limits set?
“Young people think in quite sophisticated ways about career-related matters”. Prof. Jim Bright, 2006
Aged 5 Can express their ideas about careers
Aged 6 – 8 Narrow their occupational alternatives
Limits tend to last a lifetime
Aspirations: Ages 3 – 5 years
Realistic career aspirations70% of children over 4 ½ - realisticFantasy career aspirations or unrelated67 % of children younger than 4 ½Same as parents22% of those with a realistic expectation
Little relationship between aspirations, strengths, self concept or interests.
(Leisen and Leibham, 2009)
Famous studies
SuperChild develops concept of self in an adult role
through fantasy and playConcurrently attending pre-school/school,
developing work habits, becoming future oriented.
Ginzberg and GottfredsonFantasy period with career choices based solely
on interests and desiresLittle attention paid to abilites or career realities
When does fantasy fade?
Ginzberg (1951)Become more realistic around 11
Gottfredson (1981)Children begin to outgrow fantasy aspirations
towards the end of preschool.Around 5 – gender, social prestige, difficulty
Gottfredson (2002)
4 stages – early childhood to late adolescenceConsiders the SOCIAL self3 – 5 years: Size, power, work is part of adult
world6 – 8 years: Awareness of sex roles9 – 13 years: Awareness of social class; lower
and higher status occupations; link between occupation and income
Representations of social class – clothing, possessions
Other views
Havinghurst (1964) – 6 stagesStage one aged 5 – 10 years Identification with a worker
Holland (1997)Develop preferences through interactions
with cultural and personal forces- Peers, biological heredity, parents, social class,
culture, environment
What influences career decisions?Systems Theory
Framework Dr Mary McMahon and
Dr Wendy Patton
Year 3 Aspirations Influenced by People They Knew or Knew Of
BuilderMarine BiologistBakerBank tellerHairdresserPriestTeacherVet – Doctor - DentistDance teacherMcDonaldsRSPCAFarmer
Stunt driverBMX stunt manWallabyPaleontologistPopstarFamous artistBest horse rider in worldProfessional golferWWE wrestlerCartoonistDive instructorQantas pilot
Year 3 Gender Aspirations
BuilderCartoonistDive instructorBmx stunt manCar racerMarine biologistScientistPro golferAir forcePaleontologistSecret agent
PopstarTeacherRSPCA vetArtistDancerHairdresserUnderwater worldLibrarianMcDonalds workerPolice woman“Best horse rider”
“Australia’s future depends upon each citizen having the necessary knowledge, understanding, skills and values for a productive and rewarding life in an educated, just and open society.”
The Adelaide Declaration on National Goals for Schooling the in the Twenty-First Century, Preamble, 1999.
Careers of 21st century
Preparation to deal with Change, chance and uncertaintyComplex technological changeComplex societal changes
Positive Attitudes
ProductiveSuccessfulCapablePositive self imageEffective interpersonal skillsSatisfaction from workValue achievementsAble to learn LikeableAble to deal with things that happen
Generation Z
Media – current affairs Realistic, often negative, viewpoints What is the affect on attitudes?
Media – TV shows Negative attitudes are “cool” Expectations may be warped
Internet Access to information
Foundational Career Development
Purpose: Develop the knowledge, skills and attitudes so
they will be able to make wise subject choices, career choices and life choices.
This is NOT about primary school children making career decisions!
It’s about building strong foundations.
Our challenges
• How can we foster and acknowledge career aspirations?
How can we encourage the development of self knowledge?
How can we empower students through skill development and the love of learning?
How can we faciliate the broadening of occupational understanding?
Australian Blueprint for Career Development
A master can tell you
what he expects of
you. A teacher,though, awakens
your own expectation.Unknown
You've got to do your own
growing, no matter how tall
your grandfather was.
Irish Proverb
1. Build a positive self image2. Interact positively and effectively with
others3. Change and grow throughout life
Area A: Personal Management
Area B: Learning and Work Exploration
4. Participate in life-long learning supportive of career goals
5. Locate and effectively use career information
6. Understand the relationship between work, society and the economy.
Area C: Career Building
7. Secure/create and maintain work8. Make career enhancing decisions9. Maintain balanced life and work roles10. Understand the changing nature of life and
work roles11. Understand, engage in and manage the
career building process.
Career Awareness Days
3 year cycleBCE Learning FrameworkCo-curricula priorities in Qld Education
syllabus documentsYear 1Literacy and NumeracyYear 2Life long learning rolesYear 3Life SkillsFutures perspective
Evolution of the Preschool – Year 2 program
Teachers involved in whole school PD1. Came to opening and closing ceremony2. Year 1 and 2 had own activities and Year 2
presented at closing ceremony; Preschool dressup
3. Preschool parental involvement – Activity based, children rotating in groups; dressups
• Building (including a digger)• Fire truck• Hair salon• Fashion designer
2003 - CLAN
SpeakersConference bags – collect something from
each speakerStudents moving around between groupsStudents making choices about the groups
they would visit.Opening and closing ceremonies$500 Literacy and numeracy grant
Organisational details
Conference formatFour sessions, each 45 minutes longAll rooms in school allocatedParents organised hospitality team to
provide food, drinks and moral support to presenters.
Library staff provided equipment support.
Presenters explained how they used literacy and numeracy in their everyday work.
We attempted to have presenters representing each of the six main categories of occupations.
Enterprising: Hairdresser Building company ownerJuke box hire
Artistic: CartoonistScreen printer Classical instrument craftsman, Artist
Investigative Taxation investigator Chiropractor
Conventional: Travel agent Community radio
manager Television station
manager Journalist Travel agent Personal assistant
Realistic: Australian Rugby player Olympic Gold medallist Flight attendants Air traffic controller Massage therapist Personal trainer Midwife Hospital administrator Medical doctor
Social: Minister of religion /
Missionary Politician
CLAN bags
Sample bags were given to all the children from donations we received
Many presenters gave out extra items for the bags.
All morning one of our presenters screen-printed calico bags with a logo designed by a few of the children as the result of a competition.
Everyone received a CLAN bag at the end of the day.
The CLAN logo was designed by a group of students, turned into a silk screen stencil by one of our parents, and put onto to 330 calico bags during the day by a group of very hard-working (and tired) parents.
Year 6 involvement
Year 6 used CLAN day as the basis for their media work for next term.
They were ourPhotographersVideo camera operatorsReporters for each sessionSpokespeople, introducing and thanking
each presenter.
TeachersLoved itSaw the benefit of career education
without knowing anything about it.Felt it answered “Why do we have to
learn to read and do maths?”
PresentersSome said it was a privilege to take partFound the experience very interesting
LLLife Expo - Life Long Learning is for ever
Geologist Active investigator NRMA Effective communicator Personal Trainer Leader and collaborator Writer Quality producer Builder Designer and creator Soccer Coach Community Contributor
LLLife Expo Passports
Children had “passports” and presenters gave them a sticker each to put on the appropriate page as they completed it.
Futures Festival
Trying to get people who have a futures perspective in their work.
Life skills – Based on Program Achieve “You can do it!” Keys to Success
Some of the presentations that were particularly “Futures” focused included
Future energy sources Graphic designer Computer viruses Inventor Marine biology Sustainable environment TV editing and producing
Personal Development Natural Medicine Counsellor Graphic Design Merchandising Ecology and biohabitats
Futures Festival
Tried to get people who have a futures perspective in their work.
Life skills – Based on Program Achieve “You can do it!” Education.
Keys to Success
Opening Ceremony started with a play that demonstrated that the life skills the children are learning at school will be the skills that they will need in their careers.
Presenters mentioned the keys to success that they felt they had most needed in their career.
Futures Festival
Each child wore their Keys to Success Badge
Motsic -Year 5 students
“Can we show the little kids that we are already working on our future career?”
TEACHERSPARENTS
PLANNINGTIME
HOW?
Policy Creation - A Team Process
Staff meetingCareer Education conceptsDefinitionsGot teachers to work out at grade level
what they were already doing that met ABCD competencies.
Mapping of what was already happening.
Purpose of Meeting
Bringing together many aspects of the education we offer at Mary MacKillop
Different programs e.g. program Achieve, buddies, leadership, sport, drama
A lot going on - Can seem extraneous to our core business of teaching
CHALLENGE today To look at what we are doing Feel affirmed Bring all these seemingly unrelated
programs together to form something quite unique and valuable.
Getting the staff involved
Sheets handed out with headings Personal development Life skills Thinking skills Learning strategies Real World experiences – Excursions and
visitors Real world experiences – Curriculum
based in classroom
Write what you do quickly and pass on Get around so we get a whole school overview
What is the purpose?
Developing life-long learners able to lead productive and fulfilling lives
What does this really mean to their lives?
Spiritually and emotionally stable Able to sustain relationships Able to find fulfillment in their work
Overarching concept – Career related learning, career development, career education
Meeting outcomes
Whole school mappingMajority of staff supportive and interestedAcceptance of policy being writtenI realised the importance of definitions and
introducing change slowly with all stakeholders understanding the purpose.
Play Real + Make it Real GamesIntegratedOpens their eyesExperientialFunInvolves parentsEncourages
conversations about careers
Excellent development of communication and teamwork skills.
ACS and Lighthouse School Awards
BenefitsPeople realised what we were doing was
important and worthwhile.In writing the submission I had to think
everything through really clearly.
How to build a career education program
Step 1: Federal Government
Use the documents that are appropriate to your needs
ABCDCurriculum documents
Step 2:State Government
Curriculum documentsWeb siteOther papers/documents
Step 3: Your organisation
The learning framework of your organisation
Organisational guidelinesAny documents they may have about
career education
Step 4: Your school
School visionSchool mission statementExisting programsKey personnel
Step 5: ActionAudit to recognise and affirm what is already
happening – ABCD, CEQFGaps – What can be implemented?Integration – Curriculum supportEssential – A keen creative energetic team
Career Discovery in Primary School
Jenni Proctor | Career Clarityhttp://careerclarity.com.au