Sue Cornwell, Jill Bundy's The Emotional Curriculum: A Journey Towards Emotional PDF

By Sue Cornwell, Jill Bundy

ISBN-10: 1412912377

ISBN-13: 9781412912372

The elevated curiosity within the emotional point of younger people's improvement has made academics conscious of the necessity to deal in a based method with emotional learning.

This publication presents a transparent, developmental framework for emotional literacy talents around the fundamental age range.

From nursery to 12 months 6 the strands are:

- complexity of Emotion

- self-awareness

- coping with emotions

- relationships

- knowledge of others

- communication.

As good as offering a constitution on which a complete college strategy should be dependent, the programme for every 12 months staff has transparent targets and more than a few recommended activities.

Research exhibits that emotionally literate humans examine extra successfully, express higher empathy and feature an elevated skill to major relationships and resolve conflicts. The transparent, developmental type of this ebook will support all fundamental faculties in offering a coherent constitution to help this development.

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Additional resources for The Emotional Curriculum: A Journey Towards Emotional Literacy (Lucky Duck Books)

Example text

101). The children then have to decide whether it would be useful for them to engage with, or detach from, the emotion and explain their reasons for this. A possible extension to this activity is for the children to devise the situations themselves based on their own experiences at home/school. This could form the basis of a Circle Time activity. The children could engage in a class debate, focusing on a given situation (this situation could be chosen by either the teacher or a child). The class should be split in half, with half of the children arguing for attaching to the feeling and half arguing for detaching from the feeling.

The following activities may help the children to develop this skill. 32 Providing the children with random lists of emotions and encouraging them to work in pairs discussing likely transitions (Appendix 11, pp. 107–108) from the given emotion based on own experiences. For example, if presented with the emotion of ‘anger’ one likely transition is to that of ‘guilt’, as after an angry outburst people often then feel guilty about their actions which may result in apologies or crying. The children could also engage in a role play where they are given two cards with different emotions on them.

The class could make a ‘feelings face’ based on Emo. A face would need to be cut from cardboard. The children could then make sets of eyes and mouths depicting different emotions which could be stuck onto the face using either blu-tac or velcro. Other features could be made as appropriate and may include colours for cheeks, nose or hair. Objective 2: Developing the ability to recognise and use cues to others’ emotions. 101). The children can then take it in turns to choose a card and mime this to the other children, who have to guess what the emotion is.

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The Emotional Curriculum: A Journey Towards Emotional Literacy (Lucky Duck Books) by Sue Cornwell, Jill Bundy

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