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Social and emotional development in nurture groups : the narrative structure of learning through companionship

Adie, Jillian and Delafield-Butt, Jonathan T. (2016) Social and emotional development in nurture groups : the narrative structure of learning through companionship. The Psychology of Education Review, 40 (2). ISSN 1463-9807

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Abstract

This paper provides insight into the intersubjective nature of the nurture group experience for children in the early stages of primary school. The study investigates the psychological processes involved in the socio-emotional development of children in nurture groups and considers how they participate and make meaning through the relationships they build in the groups. A theory of narrative meaning-making guides the understanding of the ways in which children make sense of their nurture group experience and provides a methodological tool to explore this experience. Over one school year, the children’s interconnectedness with others is measured through their levels of involvement and participatory engagement with people and experiences in the nurture group. Patterns of embodied narrative engagement are studied to provide a ‘picture’ of the child’s lived experience, and its development over time.

Item type: Article
ID code: 57837
Notes: This is a pre-publication version of the following article: Adie, J., & Delafield-Butt, J. T. (2016). Social and emotional development in nurture groups: the narrative structure of learning through companionship. The Psychology of Education Review.
Keywords: social development, emotional development, companionship, Psychology, Primary Education, Developmental and Educational Psychology
Subjects: Philosophy. Psychology. Religion > Psychology
Education > Theory and practice of education > Primary Education
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 19 Sep 2016 09:16
Last modified: 04 Feb 2019 06:26
Related URLs:
URI: https://strathprints.strath.ac.uk/id/eprint/57837
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