Challenges and Opportunities of Emotional Literacy in Primary Education - Essay Example

Challenges and Opportunities of Emotional Literacy in Primary Education Introduction Literacy is a multifaceted concept. It is intricate and diverse. Certainly, the present focus on early childhood emphasises the child’s need to gain literacy abilities (Casel, 2003). This foundation could encourage later academic achievement (Lazarus, 1999). Hence, the argument of this paper is that it is crucial to develop emotions and their contribution in building a school environment in which children are contented, enthusiastic to learn and excited about going to school every day and where teachers, as well, feel happy and motivated about their task. I agree that it is all about helping children get in touch with their emotions, identify them and understand what a significant role they play in their personal growth and development, and teaching them steps to handle those emotions positively. The argument of this essay is derived from the experiences of schools which encouraged the growth of understanding of how essential our feelings are and placing emotions to the centre of educational philosophy and personal growth. Some schools embarked on this by taking into account their teachers and students’ personal emotional growth, and afterwards by dedicating one session every week to recognising and understanding emotions, cultivating emotions and sharing the confidence that emotions can help them grow as individuals. A major underlying factor to numerous of the problems in contemporary society is ignorance of the crucial role emotions play. Emotional literacy is a constructive preventive mechanism, which accurately understood, can help society in eliminating loads of its problems (Saarni, 1999). Once gained, it provides individuals with an alternative to illness, aggression, substance abuse, unhealthy relationships, and societal conflicts (Elias, Zins, Weissberg and Frey 1997); hence the need for emotional literacy education in early childhood. The Role of Emotional Literacy in Reducing Problem Behaviour Understanding the notion of emotional literacy necessitates examining its two component constructs, ‘intelligence’ and ‘emotion’. The cognitive domain comprises such functions as reasoning, human memory, abstract thought, and judgment (Matthews, 2006). Emotions belong to the commonly named affective domain of mental performance, which comprises the emotions themselves, assessments, mood, and other feeling conditions, including energy or exhaustion (Matthews, 2006). Descriptions of emotional literacy should somehow link emotions with intelligence if the definitions of the two concepts are to be sustained (Sharp, 2001). For instance, motivation is personality’s third domain. It denotes ‘learned goal-seeking behaviour’ (Matthew, 2006: 13) and biological drives. To the point that it is engaged in emotional literacy, it should be visualised as secondary (Matthew, 2006). Therefore, as I perceive it, emotional literacy is the capability of identifying, understanding, and properly communicating one’s emotions. Whilst oral literacy is the fundamental building block for writing and reading, emotional literacy is the foundation for recognising and expressing emotions (Bocchino, 1999). There are five core attributes of emotional literacy to cultivate in order to develop emotional intelligence. These were introduced by Daniel Goleman (1995) in his seminal work entitled Emotional Intelligence. These are: (1) knowing our emotions—ability to identify a feeling as it occurs; (2) managing our emotions—coping with our feelings develops our understanding of them; (3) motivating ourselves— controlling our emotions to support us in recognising our objectives and fulfilling them; (4) recognising emotions in others—the capability of being thoughtfully aware of the feelings of other people; and (5) handling relationships— the art of relationship is grounded on the ability to handle emotions in other people while at the same time coping with and communicating our own effectively (Goleman, 1995). Emotional literacy is an appealing and reflective language obtainable to everyone. It can be realised quickly, carefully, and with long-term effect (Koplow, 1996). Psychological and behavioural science research demonstrates that inadequacies in emotional literacy can impair the children’s and adolescents’ intellect (Sharp, 2001). Researchers reported that the highest risk is on children and adolescents for whom threats involve social maltreatment, bullying, violent acts, substance abuse, and depression (Sharp, 2001). These students who show behaviours of social violence exhibit hostility in motiveless circumstances; act intentionally, not because of fury; enjoy their acts; exploit power inequality to hurt or bully other students; lack consideration, empathy, and outlook taking; lack guilt, act rashly, rate high on confidence, and fail to foresee the implications of their behaviour (Weare and Gray, 2003). Therefore, I think that in order to cultivate the developing personality and disposition of these students and advance their healthy development, emotional literacy should be a major component of their education. Certainly, the literature on child and adolescent development stresses the essence of guiding and cultivating the development of social and emotional skills of children—specifically, their emotional literacy—from birth through adulthood (Weare and Gray, 2003). Emotional literacy involves self-awareness, or control of one’s temper, self-motivation, social aptitude, optimism, impulse control, determination despite of disappointments, problem solving and planning, and the capability of sympathising and coping and keeping frustration from overpowering the capacity to reflect or think (Shonkoff and Phillips, 2000). Although a review of the literature indicates that professionals concentrate mostly on modifying the behaviour of the victim and safeguarding the victim from the perpetrator, future studies should analyse the behaviours of the aggressor (Casel, 2003). Studies should highlight encouraging the development of the emotional literacy abilities of the aggressor, even though emotional literacy abilities have repercussions for all students: bystanders, victims, and bullies (Lazarus, 1999). The needs of children and adolescents for a wide range of opportunities and activities to practice being individuals of good and fine character can be addressed through mentoring and training as well as through the curriculum, inclusive strategies to enhancing school environment, and creating a fair community (Shonkoff and Phillips, 2000). By means of peer and adult guidance, limitations and expectations for proper behaviours, the development of positive values and emotional skill, children and adolescents gain a prospect to build positive and strong identities (Gabriel and Veron, 1957). I noticed that there are numerous books and lessons on mentoring emotional literacy. However, a number of these concentrate on coaching it in its own right, whilst some place it within a behavioural paradigm, and others within a social paradigm (DfES 2003a). There are several overlaps and resemblances in what is suggested for the classroom. Generally, the areas included correspond those classified by Goleman (1999). For instance, the emotional literacy approaches designed by Southampton Psychological Service for primary and secondary schools includes: social skills, motivation, self-awareness, self-regulation, and empathy (Matthews, 2006). This emotional and social abilities are integrated, and this is commonly referred to as Social and Emotional Learning (SEL) (Matthews, 2006). Britain’s Department for Education and Skills emphasised the need to enhance student behaviour through Social, Emotional and Behavioural Skills (SEBS). It aspired to enhance student attendance and behaviour and position emotional growth within the entire curriculum (Matthews, 2006). Different justifications are given for putting into effect emotional literacy programmes. Weare and Gray (2003) identifies: improved learning; enhanced inclusion; advances in mental health; increase in social capital; improvements in behaviour; improved educational and work achievement; enhanced social cohesion. Other people make use of various terms, but encompass quite similar position. For instance, Elias and colleagues (1997) take in sexual conduct. The Collaborative for Social and Emotional Learning (Casel 2003) and Weare (2003) express an array of taught courses, majority of which stand for emotional literacy to be included due to the aimed prevention of substance abuse, improvements in student behaviour, deviancy and sexual conduct. Several courses emphasise connections with the community (Sharp, 2001), which Casel (2003) views as attribute of successful SEL practice. The idea is that involvement with emotional literacy enhances students’ health, assists them in handling their own behaviour and assists in learning (Sharp, 2001). In planning for the entry of young children to primary school and to help in the transition into that setting, primary school teachers should prepare lessons that consist of activities focusing on the building of social abilities, knowledge, and language (Goleman, 1999). These activities should give recourses to practice problem-solving, discussing, and communication proficiencies with adults and peers (Goleman, 1999). Teaching young children the proper language and role-modelling actions to apply in traumatic or conflict circumstances will help to develop a functional classroom environment wherein the learning environment accommodates children’s voices (Saarni, 1999); games, emotion-based word play, rhyming poems, songs, and experiences advance children’ socio-emotional growth (Saarni, 1999). Storytelling cultivates young children’s language development, cognitive abilities, and sequencing abilities (Goleman, 1998). These learning endeavours facilitate in fostering children’s socio-emotional growth. Shonkoff and Phillips (2000) assume that the feelings of young children are as important as their thoughts, particularly in relation to school readiness. They hypothesise that emotional growth takes place on a similar direction to early literacy development in the perspective of constructive relationships. Children are highly apt to gain essential cognitive abilities when they are optimistic and participate in interactions and activities with other children and also with adults (Shonkoff and Phillips, 2000). Particularly, storytelling provides a remarkable opportunity to guide and improve the socio-emotional growth of young children by developing confidence and giving legitimacy to traditions and cultural practices (Koplow, 2002). Besides designing particular activities in emotional literacy growth for primary education, it is important for teachers to communicate with the parents. In this manner, teachers can understand the beliefs of parents about the development of their children in order to design useful and appropriate instructional courses (Weare and Gray, 2003). A teacher has to be responsive and sensitive to the linguistic and cultural backgrounds of the young children, specifically, to the practices and values of each child’s family. Educators have to take into account language/s used at home, the family’s education background, and the family’s idea of how children must be mentored and their contribution in child’s learning (Bocchino, 1999). One of the main issues in Lev Vygotsky’s (1962) work is that children obtain cognitive pattern from their social interactions and from their culture, mainly by listening to the vocabularies being uttered around them. Vygotsky (1962) asserts that children espouse major parts of speech and customise them. Educators will encounter pupils whose cultures and languages diverge from their own (Saarni, 1999). Hence, I strongly propose that teachers have to learn about their pupils and their cultural backgrounds, while simultaneously pondering on how their own culturally entrenched behaviours may foster or disrupt teaching and learning. Many approaches are present for the advancement of children’s social and emotional growth and for their emotional readiness for formal education (Casel, 2003). Teachers may organise a classroom setting that is not excessively structured. The setting should mirror who students are, and also their communities and their families (Casel, 2003). Educators can give activities that provide children options to investigate and to play as they learn. The emotional readiness of children can be cultivated by involving them in literacy-oriented tasks, comprising songs, rhyming games, and narrative storytelling in their native language that communicates their sentiments and feelings and reveal their culture (Koplow, 1996). Teachers should create and give situations that need responsive and affectively warm expressions. This modelling should be accompanied with providing children open feedback and techniques for children to assert themselves (Sharp, 2001). Children should take part in transitions by doing fun activities such as clapping, singing, and marching. The process of transition should be unambiguous and contain productive tasks that deal with continuity throughout learning contexts (Matthews, 2006). Supplementary approaches, such as group works, provide ideal opportunities to allow children’s communication with each other by preparing tasks and games on the playground that promote children’s accommodating and cooperative behaviour, whilst highlighting their growth of pro-social abilities (Goleman, 1999). A constructive learning environment in a school for pre-schoolers is a network of several ingredients. It is a haven where young children receive support and guidance and explore new ideas with intense determination (Bocchino, 1999). It is an environment that develops children’s self-esteem so they try out new discoveries despite of potential risks. It is a place that fosters a love of learning. Teachers monitor the issues in children’s natural artistic interests, observing their behaviour, noting their relationships with teachers and peers, and paying attention to their natural conversation (Koplow, 2002). For instance, children who throw fits of temper when they enter and leave school usually have problems with transitions the whole day, and those who appear unenthusiastic to have fun with one another could do well with a set of courses that puts emphasis on separation (Koplow, 2002). Koplow (1996) argues that refusal to recognise emotional problems of young children is commonly school system-wide, due to the fact that once such difficulties have been recognised, the district becomes compelled to deal with them and administrators become anxious that they may have inadequate resources to accomplish such obligation. Nervousness and sadness are common sentiments of young children as they prepare to get out from a familiar situation or environment. Children have to communicate their emotions (Koplow, 1996). Some may refuse to speak and learn their native language, or seem uneasy or detached. Emotionally Responsive Curriculum (ERC), which is commonly known as the Therapeutic Curriculum, enables a teacher to interpret the common-ground social and emotional concerns in his/her class and employ symbols for these to revise a current study programme (Casel, 2003). ERC could also cultivate literacy and language abilities because young children are encouraged to articulate their ideas rather than abandon their experiences for the teacher’s programme (Shonkoff and Phillips, 2000). Applying ERC in primary school obliges teachers to exercise most favourable strategies. Educators thoroughly cover every domain of primary learning—physical, intellectual, creative, and social-emotional—and furnish sufficient options and fostering interactions (Lazarus, 1999). Teachers apply actual experiences that represent common ground for pre-schoolers (Sharp, 2001). An educator who does not have any experience with ERC but aims to incorporate it into his/her classes initiates by observing young children and recognising common-ground concerns that are very important to children (Casel, 2003). As soon as the teacher recognises a concern that appears significant, and/or at times critical, s/he can begin to take into account means to encourage individual expression and group study on a symbolic stage (Shonkoff and Phillips, 2000). Employing focused children’s songs, literature, and plays, and by incorporating collaborative tasks frequently into the curriculum, the teacher can guide and facilitate children in examining issues, communicating feelings, building personal relationships, and moving toward encouraging resolutions of their inner fears and conflicts (Shonkoff and Phillips, 2000). Koplow (2002) verifies that in schools that mend, each one assumes responsibility for fulfilling a function in advancing the emotional health of children. When educators, administrators, and practitioners do not disregard indications of children’s difficulties and begin to analyse the behaviour that they are witnessing with regard to children’s real experiences, the outcomes are normally helpful and can enlighten professional approaches. Koplow (2002) assumes that if teachers and administrators educate themselves in how to identify and interpret the indications of emotional problems in early childhood, schools can concentrate themselves in building environments that assist in improving emotional security and cope with difficulties. Several teachers may remember preschool as an enjoyable place where young children discovered, construct houses and animals out of Lego blocks, played with watercolours, and learned songs and poems. Children who enter preschool with interest and inquisitiveness, amused involvement, and diligence at learning activities leave primary level with enhanced proficiencies in mathematics and reading (Goleman, 1999). Highly knowledgeable and experienced primary school teachers enthusiastically assess and encourage social and emotional wellbeing through classroom tasks and practices—including cognitive and academic tasks (Goleman, 1999). Primary school teachers should be capable of appreciating and guiding young children’s interest, dreams, and dynamic curiosity (Bocchino, 1999). They should build experiences that create ideas, language, and make involvement possible. Moreover, they should know how to cultivate the socio-emotional abilities of children, teaching children to become more compassionate, conscientious, and responsible citizens. Criticisms on Emotional Literacy The recognition of the importance of emotional literacy is not a smooth sailing process. Critics, such as former Ofsted director Chris Woodhead, disparage the essence and inherent costs of promoting emotional literacy in early childhood (Matthews, 2006). According to Woodhead, emotional literacy programmes are “... a phenomenal waste of money... Children sit around discussing their feelings. Teachers disappear off on training days to be initiated into the quasi-therapeutic mysteries of this latest fad... millions of pounds are wasted” (Raafat, 2003: 2). Woodhead thinks that promoting emotional literacy is navel-gazing, or focusing on a single issue (Raafat, 2003). From his remark, Woodhead is certainly declaring that reasoning and logic is adequate for interpersonal interactions and relationships, or that emotional literacy is not necessary to manage relations well. When emotional literacy programmes entered the educational field, it was immediately overwhelmed with criticism. Primarily, the criticisms were that emotional literacy initiatives were overly stigmatising for those who have problematic behaviours, considerably isolated, and mostly unproductive (Matthews, 2006). There are things that never change. Many of these criticisms persist at present and have been somewhat exposed and then rightly supported (Sharp, 2001). Underlying the current criticism, though, is a common inclination of critics to perceive the evidence base in support of emotional literacy programmes as unnecessary (Sharp, 2001). Contemporary critics particularly have a tendency to perceive problem behaviour largely as the failure of society to recognise individual differences and hence perceived emotional intervention as fundamentally a failure of the education sector to completely recognise the limitations of a child with a problematic behaviour (Casel, 2003). Such approaches is not in agreement with their concept of social justice; and hence, studies proposing that certain emotional literacy interventions can be productive is regarded unimportant, since boundaries of any problematic behaviour are believed to be mitigated mainly through inclusion and acceptance (Casel, 2003). Fortunately, these obsolete arguments are being surpassed by vast support from the classroom, playground, and the school as a whole which indicates that enhancing young children’s emotional literacy can develop their skills and talents (Weare and Gray, 2003). Whether this becomes a fad, as argued by traditionalists, or a significant progress in education, it is obvious that numerous people deem it is more crucial to learn how to deal with fear or tension than to know how to spell it (Weare and Gray, 2003). Conclusion Based on my analysis of related literature on the subject of emotional literacy, I have found out that the most favourable plan for an emotional literacy intervention would be for it to commence early, and for it to carry on the entire school years. Such attempts would perfectly be repeated at home, community, and in the larger society. From the perspective of mental health, it would be expected that such initiatives may result in an alleviation of difficulties confronted by children and adolescents. This is especially the case in an environment where young children feel compelled to excel socially and academically. The outcomes of feeling estranged or isolated as a young individual may involve being depressed, bullied, and frustrated. I personally suggest the development of emotional literacy in schools, specifically in primary education because developing emotional competence during childhood is a strong foundation of successful relationship and interaction in adulthood. Major techniques for developing emotional competence, as discussed previously, should be thoroughly applied. This endeavour becomes particularly important as UK students’ responses to studies conducted for the enhancement of emotional literacy training show that negative and detrimental outlooks towards learning stem from low self-confidence, and that this influences their capability of accessing the curriculum. For example, if a young individual is not handling his/her anger well at school they may be assigned to a peer mediator and cope with their anger in practices that they have learned in their classes in emotional literacy. Mental health practitioners, specifically those working with groups of children and adolescent, may exercise their abilities, or help in managing, such groups in schools, specifically where educators do not feel self-assured about performing so. References Bocchino, R. (1999). Emotional Literacy: To Be a Different Kind of Smart. Thousand Oaks, California: Corwin press. Casel. (2003). Safe and Sound: An Educational Leader's Guide to Evidence-based Social and Emotional Learning Programmes. Chicago, IL: University of Chicago Press. DfES. (2003). Developing Children's Social, Emotional and Behavioural Skills: Guidance . London: Department for Education and Skills. Elias, M., Zins, J., Weissberg, R. and Frey, K. (1997). Promoting Social and Emotional Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Gabriel, J. and Veron, E.P. (1957). An Analysis of the Emotional Problems of the Teacher in the Classroom. Melbourne: F.W. Cheshire. Goleman, D. (1995). Emotional Intelligence. New York : Bantam Books. Goleman, D. (1998). Working with Emotional Intelligence. London: Bloomsbury. Goleman, D. (1999). Working with Emotional Intelligence. London: Bloomsbury. Koplow, L. (2002). Creating schools that heal: Real-life solutions. New York: Teachers College Press. Koplow, L. (Ed.). (1996). Unsmiling faces: How preschools can heal. New York: Teachers College Press. Lazarus, R. (1999). Stress and Emotion: A New Synthesis. New York: Springer Publishing Company. Matthews, B. (2006). Engaging Education: Developing Emotional Literacy, Equity and Co-Education. Maidenhead, England: Open University Press. Raafat, N. (2003). Lessons in Love. The Observer , 1-2. Saarni, C. (1999). The development of emotional competence. London: Guilford Press. Sharp, P. (2001). Nurturing Emotional Literacy: A practical guide for teachers, parents, and those in the caring professions. London: David Fulton Publishers. Shonkoff, J.P. and Phillips, D. (eds). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press. Vygotsky, L. (1962). Thought and language. New York : Wiley. Weare, K. and Gray, G. (2003). What Works in Developing Children's Emotional and Social Wellbeing? London: Department for Education and Skills. Read More