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

Research output: Contribution to journalArticle

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.
LanguageEnglish
JournalThe Psychology of Education Review
Volume40
Issue number2
Publication statusPublished - 31 Oct 2016

Fingerprint

Group Structure
Learning
Child Development
Psychology

Keywords

  • social development
  • emotional development
  • companionship

Cite this

@article{b8440b9879e142bb8715d8c94bd6f7a8,
title = "Social and emotional development in nurture groups: the narrative structure of learning through companionship",
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.",
keywords = "social development, emotional development, companionship",
author = "Jillian Adie and Delafield-Butt, {Jonathan T.}",
note = "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.",
year = "2016",
month = "10",
day = "31",
language = "English",
volume = "40",
journal = "The Psychology of Education Review",
issn = "1463-9807",
number = "2",

}

TY - JOUR

T1 - Social and emotional development in nurture groups

T2 - The Psychology of Education Review

AU - Adie, Jillian

AU - Delafield-Butt, Jonathan T.

N1 - 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.

PY - 2016/10/31

Y1 - 2016/10/31

N2 - 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.

AB - 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.

KW - social development

KW - emotional development

KW - companionship

UR - http://www.bps.org.uk/publications/member-network-publications/member-publications/psychology-education-review

M3 - Article

VL - 40

JO - The Psychology of Education Review

JF - The Psychology of Education Review

SN - 1463-9807

IS - 2

ER -