The promotion of emotional literacy through Personal and Social Development: the Maltese experience

Abstract

This paper intends to explore emotional literacy (EL) in relation to Personal and Social Development (PSD) as implemented in the Maltese Islands. Self-empowerment, emotional literacy, and self-expression contribute to a good quality of life of self and others. These are addressed in Maltese schools during timetabled statutory PSD sessions. The authors argue the concept of EL as opposed to emotional intelligence and explain how and why EL is embedded in the methodology used in the Maltese PSD model. This includes the processing stage within the experiential learning cycle. They note that EL is so important that it should not only form part of the PSD syllabus but should also be a whole school approach.

Circle time for social and emotional learning in primary school

“…Aguis, 2011;Camilleri, Caruana, Falzon, & Muscat, 2012;Collins, 2011;Lown, 2002;Pace, 2012). The teachers themselves found CT a useful and meaningful experience and would like to do it again next year (cf.…”

Voices of the Young So-Called Vulnerable

“…A critical analysis of the literature points to a need for more links between theories and the classroom experience (Alexander, 2004); more emphasis on hardcore pedagogy (Louden & Rohl, 2006); and a better effort to produce early literacy teachers with a sound theoretical and knowledge background backed by effective teaching techniques for early literacy (Moats, 2009). Falzon (2012) reports that whilst Maltese early educators in her study appreciated reading theories they were exposed to, they perceived a need for more training to be effective literacy teachers, echoing EU's concern that "[m]ember States are often failing to give teachers the training they need" (EC Communication, 2007, p. 1). Hirsch (1996) proposes that failing to teach children literacy in order to cope with further learning is the greatest form of injustice in education which can actually be prevented.…”

“…Catch Them before They Fall (Torgesen, 1998) In this context, the relevance of early literacy success becomes vital, leading to a need for effective and expedient teaching techniques to address literacy in early years (Falzon, 2012). Early literacy classroom instruction is considered a core contributor to high incidences of literacy challenges (Birsh, 2005).…”

“…Knowledge is growing and changing so fast that education is turning towards development of generic competences, or character strengths (Bezzina, 2016). These are also referred to as 'soft' (Adnan, Daud, Alias, & Razali, 2017) or 'transversal' (Ribeiro, Severo, & Ferreira, 2016) skills and include continuously changing and new competencies, and knowledges (Camilleri, Caruana, Falzon, & Muscat, 2012), wherein literacy remains paramount.…”

Emotion and Education: Reflecting on the Emotional Experience Emotion and Education

“…We can find research about teachers' emotional experience (Hargreaves, 2000;Day & Leitch, 2001;Isenbarger & Zembylas, 2006;Darby, 2008;Shapiro, 2010;Zembylas et al, 2011) or about the relationship between emotions and learning and achievement (Hannula, 2002;Hascher, 2010;Dettmers et al, 2011;Marchand & Gutierrez, 2012;Ahmed et al, 2013). Nowadays, the popular use of concepts such as "emotional literacy" and "social and emotional learning" (Liau et al, 2003;Zins & Elias, 2007;Perry, Lennie & Humphrey, 2008;Bierman et al, 2010;Durlak et al, 2011;Camilleri et al, 2012;Dracinschi, 2012;Winans, 2012;Castillo et al, 2013;Rivers et al, 2013) highlights the existence of wide agreement on the importance of emotional education. However, we do not yet know enough about how one can organize an educative experience aimed at facilitating participants' affective self-understanding.…”