The flourishing child

Wolbert, Lynne; Ruyter, Doret de; Schinkel, Anders

doi:10.1111/1467-9752.12561

Cited by 8 publications

(4 citation statements)

References 29 publications

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“…Although developmental competence can be operationalized in several ways, child flourishing and school engagement have lifelong implications for well-being. Child flourishing is defined as a child’s positive sense of self and ability to function well both socially and psychologically (Lippman et al, 2011; Moore & Lippman, 2005; Wolbert et al, 2021). Key traits of child flourishing include an interest in learning, perseverance to complete tasks, and age-appropriate social-emotional regulation (Kwong & Hayes, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Associations Between Family Resilience, Child Flourishing, and School Engagement Among Children in Kinship Care

Gómez,

Guo,

Lau

2023

Families in Society: The Journal of Contemporary Social Service

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While family resilience can diminish the risk of negative health outcomes among children in kinship care, less research examines if family resilience shapes positive indicators of development. Given previous studies have reported lower social-emotional competence and school engagement among children in relative care, additional research is needed to understand how kinship families support the flourishing and school engagement of their children. Using data from the 2017–2019 National Survey of Children’s Health, this study examines associations between family resilience and two positive indicators of developmental well-being, child flourishing and school engagement. Analyses showed family resilience was positively associated with child flourishing and school engagement. Findings suggest adapting family resilience interventions to the needs of kinship families may be an effective way of promoting the holistic well-being of children in kinship care.

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Section: Literature Reviewmentioning

confidence: 99%

Associations Between Family Resilience, Child Flourishing, and School Engagement Among Children in Kinship Care

Gómez,

Guo,

Lau

2023

Families in Society: The Journal of Contemporary Social Service

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“…In this paper I shall use the definition of moral perfectionism as expressed by Guyer as a process of becoming intelligible to oneself and others (Guyer, 2014;.When dignity is discussed in a neo-Aristotelian framework on the other hand, dignity has been grounded in the capacity/potentiality for striving (Nussbaum, 2011). There is also a large body of research within the neo-Aristotelian tradition in the field of philosophy of education focused not explicitly on the concept of dignity but instead on the Aristotelian notion of flourishing as an educational aim (Kristjánsson, 2019;Wilson-Strydom & Walker, 2015;Wolbert et al, 2021). Thus, among the works mentioned above, only Giesinger (2012) and Park (1997) directly link their discussions of education specifically to the concept of dignity.…”

Section: Introductionmentioning

confidence: 99%

Intrinsic dignity

Bahizi

2024

SPEKI

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Dignity has often been used to signify a ground for a particularly serious kind of moral consideration, the scope of which has been debated. Therefore, I argue that an inclusive conception of dignity is central in determining the normative aims of education, and the moral responsibilities that adult teachers should have in learning relationships with children. The aim of the paper is to argue for a view of dignity as a regulative ideal beyond the dichotomy of moral agents and patients that can be (imperfectly) realized through moral perfectionism. In this article I show how commonly held neo-Aristotelean and neo-Kantian interpretations that view dignity as an intrinsic value grounded in certain capacities, mainly the capacity for reason, can have limiting implications for the view of children as moral subjects. By presenting alternative interpretations of Aristotle and Kant, I will seek to challenge these limited views on dignity and expand the conception of dignity to not only being grounded in certain capacities of moral agents and patients, but in morality itself. The argument leads to problematizing moral perfectionism in education that is not counter-balanced by moments of transcending our own intentions to be good.

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“…Schools are expected to fulfil many different roles, but most would probably agree that two ambitions are central: the development of students' well-being and the knowledge, skills, attitudes, and values likely to encourage a happy and successful life [1]. Curriculum content has developed to support the constitutive elements of these ambitions.…”

Section: Introductionmentioning

confidence: 99%

Active Schools in Europe—A Review of Empirical Findings

Bailey

Ríes

Scheuer³

2023

Sustainability

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Physical activity is an important part of children’s and young people’s healthy functioning, but evidence suggests many students are inactive to the extent that they are compromising their well-being. Traditionally, schools have played a minor role in contributing to physical activity, but it has held relatively low prestige. Some commentators have called for Whole-School or Active School approaches. Physical activity, in these models, is integrated into all aspects of school life. This article reports on a review of the most-cited elements of school-based physical activity promotion, assesses evidence of actual and potential contributions, and provides a tentative weight of evidence judgement for each component. A rapid reviewing methodology was followed, and the searches used a range of specialist academic databases (PsycARTICLES, PsycINFO, SPORTdiscus, CINAHL Complete), Google Scholar, ResearchGate, and Academia.edu, restricted to 2010–2021. Six settings were found to have the potential to add physical activity time, although none suffices alone: Active Breaks; Active Homework; Active Learning; Active Recess; Active Transport; and School Sports. Active Schools offer a plausible solution to the problem of physical inactivity by adding moments of movement and integrating physical activity in all aspects of school life, underlining the need for school-level change, the consideration of stakeholder groups, and the social and physical environments of school.

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The flourishing child

Cited by 8 publications

References 29 publications

Associations Between Family Resilience, Child Flourishing, and School Engagement Among Children in Kinship Care

Associations Between Family Resilience, Child Flourishing, and School Engagement Among Children in Kinship Care

Intrinsic dignity

Active Schools in Europe—A Review of Empirical Findings

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