Fostering emotional awareness in a grade two classroom : an approach using literary experiences
Date
2001
Authors
Scott, Candice
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2001
Abstract
This action research project was created to investigate if purposeful experiences with
literature can lead to an increased emotional awareness in students. In my regular grade
two classroom of twenty-seven children, I created a teaching model that exposed the
students to selected literature through reading and listening. The literature that was
presented to the students consisted of a combination of well-known stories and new
titles that are rich in vocabulary and character development. Ensuing group
conversations allowed the students to reflect on what they discovered in the story and to
relate similar experiences from their own lives. Individual and group response work then
provided an opportunity for metacognitive processes, creating a greater depth of selfreflection
and increased emotional awareness in the students. In the model, individual
story writing then served as a culmination by combining real-life experiences, selfawareness,
and increased vocabulary to create a permanent record of the emotional
growth of the students. The study fit easily into an existing language arts program. It
followed the language arts curriculum framework set in place by Western Canadian
Protocal. Data sources for the project included videotapes, field notes, journals, student
response work and student story writing samples. Data was collected from four students
over a period of twelve weeks and was analyzed for evidence of patterns of growth in
their emotional development. During the project, careful thought was given to ensuring
that the feelings and situations of children were addressed in a positive, supportive
manner. The interactions among the students and between the students and myself were
genuine and productive. The experiences involving literature served as a catalyst to
promote these results. Combined, these two components provided opportunities for individual students to develop their levels of emotional growth. Purposeful strategies can
be created and implemented by classroom teachers to foster the growth of emotional
awareness in their students. This is important knowledge for educators who feel they
have a role in the emotional development of students.
Description
xiii, 101 leaves ; 29 cm. --
Keywords
School children -- Psychology , Students -- Psychology , Emotions