career aspirations

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