Developing a ‘Classroom as Community’ Approach to Supporting Young Children's Wellbeing

2017 ◽  
Vol 42 (4) ◽  
pp. 22-29
Author(s):  
Victoria Whitington ◽  
Elspeth McInnes
Keyword(s):  
Social Skills ◽  
Professional Learning ◽  
Emotional Development ◽  
Self Regulation ◽  
Outreach Worker ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Building Trust ◽  
Community Approach ◽  
Children’S Wellbeing

INTRODUCING THE IDEA OF THE ‘classroom as community’, a class of six- to eight-year-old children engaged with a project, The Wellbeing Classroom (McInnes, Diamond & Whitington, 2014), which intended to support and advance their social and emotional development. This paper examines how the notion of ‘classroom as community’ informed the thinking and actions of the adults involved, and identifies six key elements of the approach employed. The teacher employed five strategies over a year: professional learning and reflection; building trust with children and modelling emotional self-regulation; teaching social skills across the day; accessing regular outreach worker support; and involving parents. Led by an upskilled teacher, the ‘classroom as community’ approach was found to have successfully supported children's social and emotional development, particularly those with difficulties. The project's reach included parents, thus extending its effects. This article reports on the significance of the concept of classroom as community to the project's success.

scholarly journals Self-regulation, behaviours and learning among children: An evaluation of the Journey to the Island of Calm programme in Australia

2019 ◽  
Vol 44 (03) ◽  
pp. 126-135
Author(s):  
Jennifer Cartmel ◽  
Hyacinth Udah ◽  
Olivia San Gil ◽  
Amanda Prause
Keyword(s):  
Mixed Method ◽  
Emotional Development ◽  
Self Regulation ◽  
Well Being ◽  
Sense Of Agency ◽  
Social And Emotional Development ◽  
Mixed Method Approach ◽  
Social And Emotional ◽  
Method Approach

AbstractIn this article, an evaluation of the Journey to the Island of Calm programme in three sites in Queensland is presented. The evaluation examines the change in children’s sense of agency and capacity to manage their social and emotional well-being. Using a mixed method approach, the findings confirm that the Journey to the Island of Calm programme has accrued positive gains for children in their self-regulation and self-understanding. The findings are useful in developing intervention and learning programmes for children between 9 and 12 years of age in order to promote their sense of agency, capacity for self-regulation and self-independence, and contribute to children’s social and emotional development and skills from very early on in life.

scholarly journals Mathematics and music game in the function of child's social and emotional development

2020 ◽  
Vol 69 (1) ◽  
pp. 209-225
Author(s):  
Stajka Rajić ◽  
Vesna Todorčević ◽  
Alma Tasevska
Keyword(s):  
Social Skills ◽  
Emotional Development ◽  
International Schools ◽  
Team Work ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Musical Play ◽  
Self Confidence ◽  
High Level ◽  
The Given

The paper presents empirical research, aiming to present the extent to which the application of the concrete mathematical and musical play contributes to the child’s social and emotional development. The research was conducted in two international schools in Belgrade, using the play titled ‘Musical Monkeys’ and in collaboration with the Music-Math team from Mexico who are the creators of the mentioned game. The results have shown that this kind of approach in working with children encourages activity and engagement, self-confidence, empathy, team work, integrity, tolerance and enthusiasm, while requiring and encouraging collaboration and constructive communication, cooperation and respect among students in the process of solving a set of mathematical and/ or musical tasks. The obtained results confirm that the children established connection between the mathematical and musical segments involving a high level of emotional and social skills – collaboration, communication, empathy, enthusiasm, commitment, curiosity for the game and felt benefits of team work, tolerance and respect while solving the given educational tasks.

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

2003 ◽  
Vol 69 (2) ◽  
pp. 163-179 ◽  
Author(s):  
Sharon M. Kolb ◽  
Cheryl Hanley-Maxwell
Keyword(s):  
Social Skills ◽  
Emotional Development ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Parental Views ◽  
The Social ◽  
Parental Perspectives ◽  
High Incidence ◽  
High Incidence Disabilities ◽  
Critical Social

This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

The Value of Play for Social and Emotional Development and Academic Learning

2008 ◽  
Author(s):  
Gerald E. Sroufe ◽  
Delyne Hicks ◽  
Susanne A. Denham ◽  
Anthony Pellegrini ◽  
Kathleen Roskos
Keyword(s):  
Emotional Development ◽  
Academic Learning ◽  
Social And Emotional Development ◽  
Social And Emotional

Social and Emotional Development: The Role of Authenticity in the Psychosocial Development of Students With Gifts and Talents

2021 ◽  
Vol 44 (2) ◽  
pp. 111-114
Author(s):  
Tracy L. Cross
Keyword(s):  
Identity Formation ◽  
Psychosocial Development ◽  
Emotional Development ◽  
Well Being ◽  
Social And Emotional Development ◽  
Psychological Well Being ◽  
Social And Emotional ◽  
Development Of Students

This column explores the concept of authenticity in the psychosocial development of students with gifts and talents. The author describes how authenticity is critical to students’ psychological well-being, particularly as it relates to their identity formation.

scholarly journals Can communication with social robots influence how children develop empathy? Best-evidence synthesis

AI & Society ◽  
2021 ◽  
Author(s):  
Ekaterina Pashevich
Keyword(s):  
Emotional Development ◽  
Evidence Synthesis ◽  
Social Robots ◽  
Human Robot Interaction ◽  
Emotional Engagement ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Best Evidence Synthesis ◽  
Negative Effect

AbstractSocial robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

Different Strokes: Perceptions of Social and Emotional Development among Early College Entrants

1998 ◽  
Vol 10 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Kathleen D. Noble ◽  
Tara Arndt ◽  
Tristan Nicholson ◽  
Thor Sletten ◽  
Arturo Zamora
Keyword(s):  
Emotional Development ◽  
Early College ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Early College Entrants
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