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A learner's Civic Mindedness involves seeing oneself as a contributor to their community, being informed and empowered to help or include others, and eventually joining with others to achieve common goals for the community. This means being attuned to and beginning to identify the needs and goals of the people in one's community (e.g., social or environmental issues) and recognizing that they may be different from their own. It also entails thinking critically about the democratic system which governs our communities, and considering the injustices and disparities it may create for themselves and others and how to think about solutions.
At home, giving children the responsibility of supporting their home environment and themselves is a first step to supporting their agency, however across cultures there are varied expectations about what young children can and should contribute, therefore students may come with different expectations and experiences of responsibility. When children enter school for the first time, this may be one of their first experiences with a larger public community, where people learn to work together across differences, thereby making it a valuable learning space for civic education. Environments that allow time for open-ended play and activity with peers provide informal opportunities for civic actions by learning to form communal goals, care for each other, and resolve disputes. The development of Civic Mindedness in the classroom relies on establishing a sense of community and trust with teachers and classmates, and active participation in the classroom. Therefore it is important to consider the impact of "pull-out" vs. "push-in” services for students who need extra learning support-- including multilingual language learners and those with learning disabilities or ADHD, as it may affect their ability to actively engage with their classroom community the same way as their peers.
Although in Western culture we often do not consider young children as being capable citizens now, but rather think about preparing children for their future as citizens- this perspective limits pedagogical approaches and negates the many capabilities that students bring with them. When we approach learning by seeing students as capable citizens, and building upon students' curiosities and backgrounds, they can continue to grow their Civic Mindedness.
A learner's Civic Identity is grounded in having a sense of self as part of a larger whole. A learners' exploration of their identities and values is key to guiding their actions in their communities and developing Civic Mindedness. That is, learners must have both a sense of personal agency and self-efficacy, the ability and initiative to act, and Social Awareness of the other individuals in the community. With this they can begin to recognize the needs and opportunities of others in their community, a sense of responsibility, and the initiative to collaboratively effect change. This action includes acting on behalf of others in one's community as well as acting with others. When students are given the freedom to care for each other and their community, they also learn to live as a member of a community, fostering a Sense of Belonging. Students' communities provide a natural context for learning that matters to children, and so connecting the community to the classroom provides students a real world context to think critically and creatively to solve problems that affect them. As such, integrating community into learning experiences promotes active, inclusive engagement in the classroom, neighborhood, and the broader world.
Social Responsibility, or a sense of obligation to contribute to the greater good is a value that affects our beliefs and how we interact with others, and is a motivator of many civic actions: It is related to empathy, prosocial behaviors, and general care for others with an emphasis on positive social change. During childhood and adolescence, the developmental roots of individuals' social responsibility lie in the growth of cognitive skills, Emotion regulation, empathy, and Identity. In order to foster young learners' social responsibility in their everyday lives, educators can model prosocial behaviors, communicate care and concerns for others, and provide opportunities to practice civic skills.
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