Children's career development learning : A literature review

Abstract

Recent advances in career theory have resulted in widespread acceptance of children's career development learning in addition to the lifespan perspective on development. This literature review, however, has revealed that far too little attention has been paid to children's career development learning and to its contribution to subsequent learning. In response to calls for a greater concentration on this important stage in the lifespan, this review highlights the dynamic, interactional nature of children's career development. It also emphasises the need for further research, in particular dual focus research so as to understand more holistically the process of and the influences on children's career development learning. The 'Career Guidance Policy for Schools' (2007), locally, has been the clearest public statement to date that career development learning needs to begin in primary schools. This policy is now supported by the 2011 draft of the National Curriculum Framework. This framework aims at equipping the younger generations, inclusive of young children, with the competencies needed to meet the challenges of Malta's future labour market. For this reason, the framework has employability, lifelong learning and quality of life at its heart. Career development learning in foreign primary schools has also been looked into and it has been concluded that gaps in access to this particular type of learning are plenty. However, the researcher has managed to identify some effective responses, such as the Real game, Portfolio systems, and the guidance-oriented schools in Canada (Quebec). This literature review also sets out recommendations that can be implemented locally enhancing the work already being done within the field of children's career development.