EDU20014 Social and Emotional Learning Report Sample
Assignment Details
Early childhood and primary school teachers are required to plan learning activities that align with the curriculum and support their students’ physical, intellectual, social, spiritual and emotional wellbeing. In addition, teachers need to be aware of the impact that situational, family, cultural, and environmental aspects may have on children’s wellbeing and resilience.
You will need to include:
• an explanation and definition of wellbeing
• a plan for a learning activity which will support students’ physical, intellectual, social, spiritual or emotional wellbeing, including your plan for assessing the activity and reporting to parents. You must include how student wellbeing is addressed in the relevant curriculum framework (State, Australian or EYLF)
• a discussion of the impact which situational, family, cultural, and environmental aspects may have on children’s wellbeing and resilience
• written expression and APA 7 referencing format.
Solution
Wellbeing is a concept that has multidimensions and is associated with people’s lives by highlighting their satisfaction level. Wellbeing refers to a healthy, prosperous and happy life for individuals who are not feeling pained and have a meaningful life (Tesar & Peters, 2020). The concept of well-being is not only associated with a person's wellness or physical health but also with emotional well-being, social well-being, intellectual well-being and spiritual well-being. Within this assignment, the focus will be on the well-being of children. Within an educational setting, learning activities and educational environments are created in a way that helps ensure the overall well-being of children. Eudaimonic is a theoretical concept that aligns with well-being and according to this theoretical concept, while living a life, one should recognise life's meaning and purpose (Williams et al., 2022). Physical well-being refers to the wellness of physical development and health and nutritious, fresh and healthy food consumption, good sleep patterns and exercise habits are responsible for the physical well-being of individuals including children. Intellectual well-being is associated with the development of cognitive skills that help in thinking critically, ensuring more curiosity, making informed decisions, solving problems and more. As all people are lived in a society a good relationship with communities or an appropriate communication will ensure social well-being that promotes community development collaboratively (Atkinson et al., 2020). Emotional well-being is associated with the mental well-being of individuals and regulating emotions is a crucial activity that is required. Within an educational setting, educators need to design curriculum activities in a way that helps ensure physical well-being, emotional well-being, intellectual well-being, and social well-being.
I have chosen social well-being as the area of focus for the study.
a. Create an activity.
Story Circle:
Children will sit in a circle and the instructor will give them a topic on which they need to tell a line and the next one will do the same until the given topic develops as a meaningful story. Through the activity story circle, students will be able to improve their listening skills, teamwork, and communication abilities (Ergai et al., 2022). As the students focus on weaving the narrative collaboratively, they will practice respecting the perspectives of other students unknowingly. They will also improve their creative thinking and negotiate twists in the plot with other students. The story circle activity could contribute to the development of a positive picture of society in the children's minds (Halimah et al., 2020). An alignment with the Personal and Social Capability in the Australian Curriculum along with the Early Years Learning Framework could be found in the activity of the story circle for university assignment help.
b. Link to theory.
In the narrative therapy theory, storytelling has been supported as an imperative tool for the social wellbeing of individuals. Through the therapeutic approach, which has been developed by Micheal White and David Epston, concentration on the importance of personal narratives in shaping an individual’s relationships and identity has been emphasised (Heath et al., 2022). Involving collaborative storytelling within the activity of story circles aligns with the principles of narrative therapy. It allows children to create positive narratives collaboratively. It offers students a platform where they can express their ideas, creativity, emotions, and perspectives which tangibly helps them to build relationships in the group and the society at a broader level (Chen Hsieh & Lee, 2023). Through the activity, the promotion of the social wellbeing of children will not only take place but will also enable students to construct such narratives that build mutual understanding and reinforce a sense of belonging.
c. Include a plan for assessing the activity and reporting to parents.
Assessment Plan
• Observing active participation initiatives within students for the improvement of collaboration, communication skills, and listening skills.
• Students will be encouraged to reflect on their experiences after the completion of the Story Circle activity.
• A system of peer assessment will be utilised where constructive feedback from students will be gathered.
Reporting to Parents
• In written reports, the reflection and observations on student’s participation will be included.
• In parent-teacher conferences, individual feedback will be provided along with the progress the students have made after the story circle activity. Instances of positive or negative social interaction of students will also be clearly stated to the parents.
• You must include how student wellbeing is addressed in the relevant curriculum framework (State, Australian or EYLF).
d . The activity of story circle to encourage students into collaborative storytelling practice addresses directly the Personal and Social Capabilities in the Australian Curriculum (Gunawardena & Brown, 2021). It seemed to keep compliance with the EYLF by bringing a positive environment of learning that supports emotional and social development in the early years of children. Emphasis on several skills has been focused through the activity such as respect, negotiation, and recognition of other's feelings (Cloitre et al., 2020). In both the curriculum frameworks, these skills have been mentioned explicitly. Thus, it can be stated that the social wellbeing of the students was not the only aim of the activity, it has also fulfilled the requirements of the frameworks as well.
In 1979, Bronfenbrenner published a book in which he mentioned about ecological system theory that is associated with children's well-being and resilience (Spencer et al., 2019). Several factors are associated that influence children's well-being and resilience. In the microsystem, the situation aspect refers to a sudden challenge faced by students in an educational setting, this impacts children's emotions and behaviours which indicates barrieres to the overall well-being of children. Within this situation, children may learn how to cope in this particular situation which is resilience. A positive interaction within the family is responsible for the emotional and social well-being of the children (Cano-Hila et al., 2021). This will help children to take risks and explore the world as they have a supportive family behind their backs. According to this theory, mesoystems are referred to the interaction between microsystems. For example, overall children's development and well-being, effective collaboration within families and educational institutes plays a significant role (Twum-Antwi et al., 2020). On the other hand, the breakdown of the collaboration has several negative impacts on children's well-being and development. The exosystem is another aspect on which the extended factors are responsible for the well-being of children. Such as cultural factors and environmental influences on the well-being of children. For example, traditions, expectations and values to which they belong are responsible for effectively shaping the identity of the child (Jagers et al., 2019). The facility to access good-quality education, neighbourhood safety and more are some environmental aspects that ensure the well-being of children. For example, a supportive community can provide further support to children who are facing challenges.
References
Cano-Hila, A. B., & Argemí-Baldich, R. (2021). Early childhood and lockdown: The challenge of building a virtual mutual support network between children, families and school for sustainable education and increasing their well-being. Sustainability, 13(7), 3654. https://doi.org/10.3390/su13073654
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032
Spencer, M. B., Lodato, B. N., Spencer, C., Rich, L., Graziul, C., & English-Clarke, T. (2019). Innovating resilience promotion: Integrating cultural practices, social ecologies and development-sensitive conceptual strategies for advancing child well-being. Advances in child development and behavior, 57, 101-148. https://doi.org/10.1016/bs.acdb.2019.05.005
Tesar, M., & Peters, M. A. (2020). Heralding ideas of well-being: A philosophical perspective. Educational Philosophy and Theory, 52(9), 923-927. https://doi.org/10.1080/00131857.2019.1696731
Twum-Antwi, A., Jefferies, P., & Ungar, M. (2020). Promoting child and youth resilience by strengthening home and school environments: A literature review. International Journal of School & Educational Psychology, 8(2), 78-89. https://doi.org/10.1080/21683603.2019.1660284
Williams, P., Escalas, J. E., & Morningstar, A. (2022). Conceptualizing brand purpose and considering its implications for consumer eudaimonic well?being. Journal of consumer psychology, 32(4), 699-723. https://doi.org/10.1002/jcpy.1324
Ergai, A., Peterson, S., Zhan, G., & Smith, S. (2022, August). Improving communication skills in global engineers: Adapting the UNESCO story circles method in undergraduate engineering programs. In 2022 ASEE Annual Conference & Exposition. https://peer.asee.org/40608.pdf
Halimah, L., Arifin, R. R., Yuliariatiningsih, M. S., Abdillah, F., & Sutini, A. (2020). Storytelling through “Wayang Golek” puppet show: Practical ways in incorporating character education in early childhood. Cogent Education, 7(1), 1794495. https://www.tandfonline.com/doi/abs/10.1080/2331186X.2020.1794495
Heath, T., Carlson, T. S., & Epston, D. (Eds.). (2022). Reimagining Narrative Therapy Through Practice Stories and Autoethnography. Taylor & Francis. https://books.google.com/books?hl=en&lr=&id=RuxvEAAAQBAJ&oi=fnd&pg=PT12&dq=Through+the+therapeutic+approach,+which+has+been+developed+by+Micheal+White+and+David+Epston,+concentration+on+the+importance+of+personal+narratives+in+shaping+an+individual%E2%80%99s+relationships+and+identity+has+been+emphasised&ots=2alpVmnM5V&sig=x5gZSSi13CTMjQ32z_HdCbZShvA
Chen Hsieh, J., & Lee, J. S. (2023). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: Robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 36(5-6), 1088-1115. https://www.tandfonline.com/doi/abs/10.1080/09588221.2021.1969410
Gunawardena, M., & Brown, B. (2021). Fostering values through authentic storytelling. Australian Journal of Teacher Education, 46(6), 36-53. https://search.informit.org/doi/abs/10.3316/aeipt.229452
Cloitre, M., Cohen, L. R., Ortigo, K. M., Jackson, C., & Koenen, K. C. (2020). Treating survivors of childhood abuse and interpersonal trauma: STAIR narrative therapy.
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