Redefining the importance of children's voices in personal social emotional development curriculum using the Mosaic Approach

Rouvali, Aimilia; Riga, Vassiliki

doi:10.1080/03004279.2018.1553990

Cited by 13 publications

(11 citation statements)

References 28 publications

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“…Drawing on Bourdieu's (1984) conceptions of cultural capital, voice is thus identified as both embodiedwith aspects such as accent impacting on perceptionand institutionalised in that it represents authority. In schools, teachers have a space for their own voice whilst for children this is a much more nebulous affair (Rouvali and Riga 2019). For individuals whose values align with those of the school, however, voice is explicitly recognised and validated.…”

Section: Bourdieusian Capitalmentioning

confidence: 99%

Lesson Study and the construction of capital: empowering children through dialogic engagement

et al. 2020

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This paper explores the use of Lesson Study in primary schools in England as a powerful tool for developing teachers' pedagogical knowledge, and for shaping teaching practices that encourage children's engagement. Through Lesson Study, a critical space for dialogic engagement is generated, wherein children contribute to, and shape, teaching and teacher learning. Teachers' perspectives of using Lesson Study were captured using 26 semi-structured interviews and Bourdieu's notion of capital was used to conceptualise and analyse the impact on children. It is proposed that Lesson Study generates opportunities for teachers to explore relations of power through dialogue between teacher and child.

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Section: Bourdieusian Capitalmentioning

confidence: 99%

Lesson Study and the construction of capital: empowering children through dialogic engagement

et al. 2020

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“…Their findings showed that introducing children to social and emotional aspects in their daily routines has a beneficial outcome in their future behaviours, such as preventing inappropriate behaviours, as they have the opportunity to practice and develop social and emotional competencies. Focusing on a social-emotional curriculum should be very importance, as it facilitates children to create the basis of healthy and effective social interaction with their peers and adults (Rouvali and Riga, 2018). Although Schulz et al…”

Section: Art Experiences and Social And Personal Skills In The Early mentioning

confidence: 99%

“…Reviewing the research literature, there are a lot of researchers (such as Rouvali and Riga, 2018;Parry 2015;Gulay and Onder, 2013;Ashdown and Bernard, 2012) who focus their methodology on investigating different teaching practices to improve children's social and personal skills. Some of their key findings highlight that when teaching interactions focus on the development of social and personal skills there is a benefit on children's transitions (Blandon et al, 2010), socialization and development of empathy (Schulz et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

An empirical study comparing different art forms to develop social and personal skills in early years education

Theodotou

2019

Education 3-13

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in the research area of "Literacy skills in the early years settings". She has more than 10 years of professional experience as a head teacher in the Early Years Settings and more than 9 years in Higher Education as a Lecturer/Visiting Lecturer in Early Childhood Studies. She has been for 4 years the Program Leader in Education Department in Metropolitan College. Her research activity is focused on literacy, the arts, creativity and technology enhanced learning. She has participated in several research projects and published her research in International Conferences, Journals, edited books and monographs. She is the author of "When I play I learn… and I better understand" from Delta publications and of "Creativity in the era of New Technologies" from Kritiki publications. She has been a member in several Scientific Review Committees and organized several special sessions in International Conferences.

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“…In many countries, as the attitude towards children changes and children are perceived as a social group with a certain social status, there is an increasing focus on childhood research and various research from a child's perspective (e.g., Tangen, 2008;Maybin, 2012;Tay-Lim & Lim, 2013;Livesley & Long, 2013;Nimante et al, 2018;Rouvali & Riga, 2018;Malinauskienė & Juodaitytė, 2019;Urbina-García, 2019). Such research takes place focusing on the situation of the child's being in the present and allows to get to know the child's real experiences.…”

Section: Introductionmentioning

confidence: 99%

Expression of the Needs of the Characters of Fairy Tales Created by Children Growing Up in Families at Social Risk and Their Satisfaction

Bražienė

2021

SIE

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The scientific literature analyses in detail the problems of a family at social risk, threats to the child’s social and personality development, etc., however, all insights are provided from an adult perspective – research that would allow the voice of a child growing up in a family at social risk to be heard has not been detected. Children have a limited ability to talk about their experiences. This is facilitated by the creation of a fairy tale, where the child, through the images of the characters created, can safely convey his/her individual life experiences. The aim of the article is to identify the expression of the needs of the characters of fairy tales created by children growing up in families at social risk and their satisfaction. Fairy tales created by 9‒12 year old children were selected as the object of analysis. Of the 69 texts written by children, 47 were selected for analysis. The content analysis of fairy tales was based on the principles of phenomenological hermeneutics. The analysis of fairy tales created by children growing up in families at social risk shows that the characters of the fairy tales they create experience the following unmet needs: physiological, security and social. Heroes of the fairy tales of children growing up in families at social risk are not prone to solving problems, it is more comfortable for them to live as usual, although not always they feel good because of that.

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Redefining the importance of children's voices in personal social emotional development curriculum using the Mosaic Approach

Cited by 13 publications

References 28 publications

Lesson Study and the construction of capital: empowering children through dialogic engagement

Lesson Study and the construction of capital: empowering children through dialogic engagement

An empirical study comparing different art forms to develop social and personal skills in early years education

Expression of the Needs of the Characters of Fairy Tales Created by Children Growing Up in Families at Social Risk and Their Satisfaction

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