PSHE in the primary school: principles and practice
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Harlow ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XV, 298 S. |
| ISBN: | 9781408259573 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
ACKNOWLEDGEMENTS
INTROD UCTION
PSHE ACRONYMS: C1ARITY FROM CONFUSION OTHER ABBREVIATIONS AND ACRONYMS
USED IN THIS BOOK
XV
1 2 3
1 AN INTRODUCTION TO PERSONAL, SODA I, HEALTHAND
ECONOMIC (PSHEL EDUCATION 5
CHAPTER OBJECTIVES 5
WHAT IS PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION? 6
HOW IS IT DELIVERED IN SCHOOL? 7
A HISTORY OF THE DEVELOPMENT OF PSHE IN THE ENGLISH PRIMARY CURRICULUM 8
A RATIONALE AND ANALYSIS FOR THE PLACE OF PSHE IN THE PRIMARY CURRICULUM
11 CONCLUSION 14
BIBLIOGRAPHY 14
2 PSHE PRACTICEIN SCHOOLS TODAY 17
CHAPTER OBJECTIVES 17
INTRODUCTION 18
ESTABLISHING THE CLIMATE 18
ORGANISING THE DELIVERY OF PSHE IN SCHOOL 19
TEACHING AND LEARNING APPROACHES IN PSHE 23
WHY DOES PSHE SOMETIMES FAIL? 28
DELIVERING PSHE - THE LEARNING MENTOR S PERSPECTIVE 29
CONCLUSION 30
BIBLIOGRAPHY 31
PART 1 SOCIALDEVELOPMENT AND EDUCATION 33
3 MORALDEVELOPMENT 35
CHAPTER OBJECTIVES 35
INTRODUCTION 36
DEFINITIONS 36
WHAT IS RIGHT AND WRONG? 36
VII
IMAGE 2
VIII DETAILEDCONTENTS
MORAL DEVELOPMENT IN CHILDREN AND YOUNG PEOPLE 37
MORAL DEVELOPMENT THEORY 38
APPLYING THEORY TO REAL-LIFE MORAL EDUCATION 41
IT S NOT THAT EASY 41
CLASSROOM STRATEGIES FOR DEALING WITH MORAL DILEMMAS 42
BOOKS 44
WORKING ON MORAL DEVELOPMENT WITH CHILDREN ONE-TO-ONE - THE LEARNING
MENTOR S PERSPECTIVE 44
CONCLUSION 46
BIBLIOGRAPHY 46
4 BEHAVIOUR FOR LEARNINGAND IIFEINCLUDING
RESTORATIVE JUSTICE 47
CHAPTER OBJECTIVES 47
INTRODUCTION 48
WHY BEHAVE? 48
WHY BEHAVE IN SCHOOL? 49
WHAT IS APPROPRIATE? 50
AUTHORITY AND POWER 50
WHY MISBEHAVE? 51
WHAT HELPS? 52
SCHOOL-WIDE APPROACHES 53
SCHOOL POLICY AND PRACTICE 55
CLASSROOM STRATEGIES FOR BEHAVIOUR FOR LEARNING 55
WORKING ON BEHAVIOUR MANAGEMENT ONE-TO-ONE WITH PUPILS - THE LEARNING
MENTOR S PERSPECTIVE 59
CONCLUSION 61
BIBLIOGRAPHY 62
5 PREVENTING AND ADDRESSING BULLYING 64
CHAPTER OBJECTIVES 64
INTRODUCTION 65
HISTORY 65
WHAT IS KNOWN ABOUT BULLYING? 66
TYPES OF BULLYING 67
INDIVIDUAL OR GROUP? 68
CYBERBULLYING 68
HOW MUCH BULLYING IS THERE? 69
CHARACTERISTICS OF PUPILS WHO BULLY 69
RISK FACTORS FOR VICTIMS 70
IMPACT OF BULLYING ON VICTIMS AND THOSE WHO BULLY 70
TACKLING BULLYING 71
PROACTIVE/PREVENTATIVE APPROACHES 71
REACTIVE APPROACHES 72
IMAGE 3
DETAILEDCONTENTS IX
SO CAN BULLYING BE ERADICATED? 73
CLASSROOM STRATEGIES FOR PREVENTING AND ADDRESSING BULLYING 73
WORKING TO REDUCE BULLYING - A LEARNING MENTOR S PERSPECTIVE 76
WORKING WITH PUPILS ONE-TO-ONE 77
CONCLUSION 78
BIBLIOGRAPHY 78
6 FRIENDSHIP: FORMING,KEEPINGAND COPINGWITHFALLINGOUT 81
CHAPTER OBJECTIVES 81
INTRODUCTION 82
WHAT IS A FRIEND? 82
SOCIAL DEVELOPMENT IN FRIENDSHIPS 83
WHAT INFLUENCES FRIENDSHIP FORMATION? 84
WHAT PROMOTES POSITIVE PEER RELATIONSHIPS IN SCHOOLS? 85
WHAT IS NEEDED TO START FRIENDSHIPS? 86
WHAT IS NEEDED TO SUSTAIN FRIENDSHIPS? 87
WHAT IS NEEDED WHEN FRIENDSHIPS FALTER AND FAIL? 87
FRIENDSHIP ONLINE: THE SEISMIC SOCIAL SHIFT THAT IS THE INTERNET 88
CLASSROOM STRATEGIES FOR DEALING WITH FRIENDSHIP 89
HELPING WITH FRIENDSHIP ISSUES - A LEARNING MENTOR S PERSPECTIVE 92
CONCLUSION 94
BIBLIOGRAPHY 94
7 KEEPINGSAFEAND MANAGINGCONFLIEF 96
CHAPTER OBJECTIVES 96
INTRODUCTION 97
HEALTH AND SAFETY? 97
THE LAW 98
THE CLIMATE 99
THE SAFETY CURRICULUM 99
NON-VIOLENT CONFLICT RESOLUTION/PEER MEDIATION 101
WHY IS THERE CONFLICT? 102
WHAT ARE THE CONSEQUENCES OF CONFLICT? 102
SAFETY EDUCATION IN THE CLASSROOM 104
KEEPING SAFE AND MANAGING CONFLICT - A LEARNING MENTOR S PERSPECTIVE 107
CONCLUSION 108
BIBLIOGRAPHY 108
8 CITIZENSHIP AND CELEBRATING DIVERSITY 110
CHAPTER OBJECTIVES 110
INTRODUCTION 111
WHAT IS CITIZENSHIP EDUCATION? 112
HISTORY OF CITIZENSHIP EDUCATION IN SCHOOLS IN ENGLAND 112
TEACHING CITIZENSHIP IN PRIMARY SCHOOLS 113
IMAGE 4
X DETAILEDCONTENTS
CLASSROOM STRATEGIES FOR CITIZENSHIP 117
CITIZENSHIP - ASPIRATION - PARTICIPATION - COMMUNITY COHESION: THE
LEARNING MENTOR S PERSPECTIVE 120
CONCLUSION 122
BIBLIOGRAPHY 122
PART 2 PERSONAL DEVELOPMENT
AND EDUCATION 125
9 SELF-ESTEEM 127
CHAPTER OBJECTIVES 127
INTRODUCTION 128
WHAT IS SELF-ESTEEM? 128
CRITICISMS OF THE CONCEPT OF SELF-ESTEEM 129
HOW DO CHILDREN DEVELOP THEIR SELF-CONCEPT AND A SENSE OF SELF-WORTH?
130 WHY IS SELF-ESTEEM IMPORTANT IN EDUCATION? 131
CAUSES OF LOW SELF-ESTEEM 132
SIGNS OF LOW SELF-ESTEEM 133
IMPACT OF LOW SELF-ESTEEM 133
ISSUES AROUND POOR SELF-IMAGE 133
CLASSROOM STRATEGIES TO RAISE SELF-ESTEEM 134
AND WHAT ABOUT YOU? 136
WORKING IN SMALL GROUPS: PU PILS WITH LOW SELF-ESTEEM - A LEARNING
MENTOR S PERSPECTIVE 137
CONCLUSION 138
BIBLIOGRAPHY 139
10 EMOTIONALLITERACYINCLUDINGTHE RECOGNITION
AND MANAGEMENT OF FEELINGS 141
CHAPTER OBJECTIVES 141
INTRODUCTION 142
EMOTIONAL DEVELOPMENT 142
EMOTIONAL LITERACY AND SCHOOLS 143
CRITICISMS OF THE EFFECTIVENESS OF EMOTIONAL LITERACY WORK IN SCHOOLS
145 ANGER AND ANGER MANAGEMENT 146
DEVELOPING EMOTIONAL LITERACY IN THE CLASSROOM 148
MANAGING ANGER IN THE CLASSROOM 149
HELPING A CHILD WITH ANGER MANAGEMENT ISSUES - THE LEARNING MENTOR S
PERSPECTIVE 152
CONCLUSION 154
BIBLIOGRAPHY 154
11 DEVELOPINGRESILIENCE
CHAPTER OBJECTIVES
156
156
IMAGE 5
DETAILEDCONTENTS XI
INTRODUCTION 157
WHAT IS PSYCHOLOGICAL RESILIENCE? 157
CRISIS OR DAY-TO-DAY HASSLES? 158
FACTORS THAT IMPACT ON RESILIENCE LEVELS IN CHILDREN 159
SIGNS OF VULNERABILITY AND LOW RESILIENCE IN CHILDREN GOING THROUGH
CRISIS 161 INCREASING RESILIENCE IN SCHOOLS 162
RESILIENCE IN LEARNING TASKS 164
CLASSROOM STRATEGIES FOR PROMOTING RESILIENCE 164
DEVELOPING RESILIENCE - THE LEARNING MENTOR S PERSPECTIVE 167
CONCLUSION 168
BIBLIOGRAPHY 169
12 PREPARING CHILDREN FOR LIFETRANSITIONS 171
CHAPTER OBJECTIVES 171
INTRODUCTION 172
IMPACT OF EXPERIENCING CHANGE 173
WHAT HELPS AND HINDERS CHANGE? 174
MANAGING SCHOOL TRANSITIONS 175
CLASSROOM STRATEGIES FOR DEALING WITH TRANSITIONS 176
TRANSITION FROM YEAR 6 TO YEAR 7: A LEARNING MENTOR S PERSPECTIVE 180
CONCLUSION 181
BIBLIOGRAPHY 181
13 SUPPORFING CHILDREN THROUGHBEREAVEMENT AND LOSS 183
CHAPTER OBJECTIVES 183
INTRODUCTION 184
INCIDENCE OF GRIEF AND LOSS IN CHILDREN 184
RATIONALE FOR SCHOOLS OFFERING SUPPORT TO PUPILS STRUGGLING WITH GRIEF
AND LOSS 185 GRIEF RESPONSES IN CHILDREN 186
WHAT INFLUENCES A CHILD S REACTION TO LOSS AND BEREAVEMENT? 187
THE LONG-TERM IMPACT OF GRIEF AND LOSS IN CHILDREN 189
SUPPORTING A BEREAVED CHILD IN THE CLASS 189
ONE-TO-ONE SUPPORT FOR LOSS - A LEARNING MENTOR S PERSPECTIVE 192
CONCLUSION 194
BIBLIOGRAPHY 194
14 PROMOTING HEALTHYLIFESTYLES AND HEALTHY
MONEYMANAGEMENT 198
CHAPTER OBJECTIVES 198
INTRODUCTION 199
A RATIONALE FOR HEALTH PROMOTION IN SCHOOLS 199
INTERFERENCE IN PRIVATE LIVES? 200
HOW DOES HEALTH EDUCATION WORK? 201
TEACHING HEALTH EDUCATION 203
IMAGE 6
XII
DETAILEDCONTENTS
HEALTHY EATING 205
ECONOMIC EDUCATION (MONEY HEALTH) 206
CLASSROOM STRATEGIES FOR HEALTHY EATING 207
HEALTHY EATING, EXERCISES AND HYGIENE - THE LEARNING MENTOR S
PERSPECTIVE 209 CONCLUSION 210
BIBLIOGRAPHY 210
15 SUBSTANCE ABUSE(DRUGS)EDUCATION 213
CHAPTER OBJECTIVES 213
INTRODUCTION 214
WHY IS SUBSTANCE ABUSE EDUCATION NECESSARY? 214
THE CONTENT AND STRATEGIES FOR EFFECTIVE DELIVERY OF SUBSTANCE ABUSE
EDUCATION 216 WHAT DO CHILDREN ALREADY KNOW OR THINK OR NEED? 217
TAKING PARENTS INTO PARTNERSHIP 217
HOW DO WE TEACH IT? 218
OVERCOMING CONSTRAINTS 219
CLASSROOM STRATEGIES FOR SUBSTANCE ABUSE 219
SUBSTANCE ABUSE EDUCATION - A LEARNING MENTOR S PERSPECTIVE 221
CONCLUSION 222
BIBLIOGRAPHY 223
16 SEXAND RELATIONSHIPS EDUCATION 225
CHAPTER OBJECTIVES 225
INTRODUCTION 226
WHAT DOES SRE MEAN? 226
UNDERSTANDING THE POWER OF THE PAST 226
A RATIONALE FOR SRE IN PRIMARY SCHOOL 228
CURRENT REQUIREMENTS FOR SRE IN PRIMARY SCHOOLS 229
CONTENT OF A POSSIBLE SRE PROGRAMME 229
CONSTRAINTS AND WAYS OF OVERCOMING THESE 232
DIFFERENTIATION? 233
CLASSROOM STRATEGIES FOR TEACHING ABOUT SEX AND RELATIONSHIPS 234
SEX AND RELATIONSHIPS EDUCATION: THE LEARNING MENTOR S PERSPECTIVE 237
CONCLUSION 238
BIBLIOGRAPHY 238
PART 3 COORDINATINGPSHE 241
17 COORDINATION IN PSHE: WRITINGAND REVIEWING POLICY 243 CHAPTER
OBJECTIVES 243
INTRODUCTION 244
COORDINATING PSHE 244
PSHE: TOO BIG AND TOO DIVERSE? 245
PSHE POLICY 245
IMAGE 7
DETAILEDCONTENTS XIII
HOW PSHE IS TAUGHT 248
TM NEW. HOW DO I BEGIN? 249
CONCLUSION 250
BIBLIOGRAPHY 250
18 PSHECOORDINATION:MONITORING,ASSESSING
AND EVALUATINGPSHE 251
CHAPTER OBJECTIVES 251
INTRODUCTION 252
WHAT IS ASSESSMENT? 252
ASSESSMENT OF PSHE IN THE CLASSROOM 252
WHERE WOULD A TEACHER GET THE PSHE LEARNING OUTCOMES? 255
THE VALUE OF PEER/SELF-ASSESSMENT 255
MONITORING PROGRESS IN PUPILS ACROSS THE PRIMARY YEARS 256
AUDITING, MONITORING AND EVALUATING PRACTICE AT A SCHOOL LEVEL 256
WORKING WITH, NOT APART FRAM STAFF 259
MONITORING PROGRESS 259
ASSESSING PUPILS WITH EMOTIONAL, SOCIAL OR BEHAVIOURAL DIFFICULTIES 259
CONCLUSION 260
BIBLIOGRAPHY 260
19 PASTORALSUPPORTPROCESSESAND PERSONNEL 261
CHAPTER OBJECTIVES 261
INTRODUCTION 262
DEFINING PASTORAL CARE 262
HIERARCHICAL STRUCTURES 263
PASTORAL CARE IN THE CLASSROOM 263
THE PLAYGROUND AND LUNCHTIME 264
WORKING WITH PARENTS 264
PASTORAL CARE OF THE VULNERABLE 265
PASTORAL PERSONNEL 265
OTHER PASTORAL SUPPORT STRATEGIES 267
CONCLUSION 270
BIBLIOGRAPHY 270
PART 4 THE FUTURE 273
20 THE FUTURE:HOPES, DREAMS AND CHALLENGES 275 CHAPTER OBJECTIVES 275
INTRODUCTION 276
THE FUTURE OF PSHE IN PRIMARY EDUCATION: THE EDUCATIONALIST S VIEW 276
THE FUTURE OF PSHE: THE CLASS TEACHER S VIEW 279
THE FUTURE OF PSHE: THE LEARNING MENTOR S VIEW 281
IMAGE 8
XIV DETAILEDCONTENTS
GOODBYE TO ALL THAT: PAT HUGHES S VIEW
A RESPONSE TO HUGHES S ARGUMENT BIBLIOGRAPHY
21 CONCLUSION
CHAPTER OBJECTIVES INTRODUCTION REFLECTIONS ON THE CONTENT OF THIS BOOK
PRESENT ISSUES AND FUTURE TRENDS IN PSHE CONCLUSION
BIBLIOGRAPHY
INDEX
282 286 287
288
288 289 289 289
291 291
292
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| spelling | Goddard, Gillian Verfasser aut PSHE in the primary school principles and practice Gillian Goddard, Viv Smith, Carol Boycott 1. publ. Harlow ; Munich [u.a.] Pearson 2013 XV, 298 S. txt rdacontent n rdamedia nc rdacarrier Health education (Elementary) Gesundheitserziehung (DE-588)4020759-6 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Grundschule (DE-588)4022349-8 s Gesundheitserziehung (DE-588)4020759-6 s DE-604 Smith, Vivien Verfasser aut Boycott, Carol Verfasser aut Erscheint auch als Online-Ausgabe 978-1-292-00062-6 Erscheint auch als Online-Ausgabe, PDF 978-1-4082-5958-0 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025307798&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Goddard, Gillian Smith, Vivien Boycott, Carol PSHE in the primary school principles and practice Health education (Elementary) Gesundheitserziehung (DE-588)4020759-6 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4020759-6 (DE-588)4022349-8 |
| title | PSHE in the primary school principles and practice |
| title_auth | PSHE in the primary school principles and practice |
| title_exact_search | PSHE in the primary school principles and practice |
| title_full | PSHE in the primary school principles and practice Gillian Goddard, Viv Smith, Carol Boycott |
| title_fullStr | PSHE in the primary school principles and practice Gillian Goddard, Viv Smith, Carol Boycott |
| title_full_unstemmed | PSHE in the primary school principles and practice Gillian Goddard, Viv Smith, Carol Boycott |
| title_short | PSHE in the primary school |
| title_sort | pshe in the primary school principles and practice |
| title_sub | principles and practice |
| topic | Health education (Elementary) Gesundheitserziehung (DE-588)4020759-6 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Health education (Elementary) Gesundheitserziehung Grundschule |
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