Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Strathprints

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

[img]
Preview
 Text (Adie-Delafield-Butt-PER2016-Social-and-emotional-development-in-nurture-groups)
Adie_Delafield_Butt_PER2016_Social_and_emotional_development_in_nurture_groups.pdf
Accepted Author Manuscript
Download (468kB) | Preview

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: 03 Nov 2018 09:12
Related URLs:
URI: https://strathprints.strath.ac.uk/id/eprint/57837
Export data:
CORE (COnnecting REpositories)