Losing the whole child? A national survey of primary education training provision for spiritual, moral, social and cultural development

Adams, Kate; Monahan, Jessica; Wills, Ruth

doi:10.1080/02619768.2015.1030388

Cited by 20 publications

(16 citation statements)

References 9 publications

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“…8 Storybooks (or digital tales) are easier to understand for all children compared to abstract notions or theories, and might become special instruments for mapping the reality and conveying health contents, especially to the most TUOMS P R E S S vulnerable groups. 9,10 As suggested by the World Health Organization (WHO), health literacy should be incorporated in school curricula, in the context of a health-promoting classroom environment, in order to provide new generations with useful knowledge about healthy lifestyles. [11][12][13] Actually, school represents the ideal setting to perform healthrelated interventions and positively influence students' wellbeing as well as their academic achievements.…”

Section: Introductionmentioning

confidence: 99%

Children’s literature to promote students’ global development and wellbeing

Pulimeno

Piscitelli

Colazzo

2020

Health Promot Perspect

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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.

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Section: Introductionmentioning

confidence: 99%

Children’s literature to promote students’ global development and wellbeing

Pulimeno

Piscitelli

Colazzo

2020

Health Promot Perspect

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“…Studies also suggest that while ITT educators prioritise the holistic development of the child, this is in conflict with an educational culture in some schools and government educational policies that increasingly focus on performativity (i.e. academic development and teaching to the test) (Adams et al, 2015;Shepherd et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Teaching health education

Pickett

Rietdijk

Byrne

et al. 2017

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To understand early career teachers' perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach: Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings: The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils' lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school's ethos, and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a "minefield". They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education's wider purpose. Originality/value: Few studies have followed up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers' development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.

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“…Similarly, there is a danger that the preoccupation with data and targets can lead to a reductionist curriculum, where teachers focus disproportionally on subjects that are data accountable (Adams, Monahan, & Wills, 2015;Connell, 2013;Hardy & Lewis, 2017). In Keddie's (2017Keddie's ( , p. 1251 (Adams et al, 2015, p. 200;Connell, 2013;Turner-Bisset, 2007).…”

Section: Impact On Schoolsmentioning

confidence: 99%

encouraging the teacher-agent: resisting the neo-liberal culture in initial teacher education

Love

2019

childphilo

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Influenced by Sachs’ (2001) ‘activist identity’ I propose that pre-service teacher education or initial teacher education (ITE), as I will refer to it, could, and indeed should, encourage a new form of teacher; the ‘teacher-agent.’ This teacher-agent would be aware of the pressures and dictates of the neo-liberal educational culture and its ensuing performative discourse, and choose to resist it, in favour of a more holistic view of education. This view of education encourages inclusive, creative and democratic forms of education concerned with encouraging a social conscience in children and young people, as well as seeing education as concerned with the whole child. These more holistic approaches to education could include pedagogical approaches such as Philosophy for Children (P4C), Rights’ Respecting Education and Slow Pedagogy, which can not only provide a more balanced understanding and deeper experience of education for both teachers and pupils, but can also help teachers to resist the debilitating impact of the neo-liberal performative discourse, potentially also thus impacting on their wellbeing and ability to retain their integrity as professionals. This may also have the potential to halt the rapid exodus of new teachers from the profession. It is my contention, that engaging with pedagogies such as P4C in this new iteration of ITE could help not only to encourage the Student Teacher-Agent, but also, as a consequence, develop the Citizen-Agent in the children they are teaching. In this paper I consider four key areas where I propose P4C could play a role in this alternative model of Initial Teacher Education; Democracy in action, the teacher as Teacher-Facilitator, a space for co-construction of knowledge, and encouraging Social Justice.

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Losing the whole child? A national survey of primary education training provision for spiritual, moral, social and cultural development

Cited by 20 publications

References 9 publications

Children’s literature to promote students’ global development and wellbeing

Children’s literature to promote students’ global development and wellbeing

Teaching health education

encouraging the teacher-agent: resisting the neo-liberal culture in initial teacher education

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