Hi Marie
Yes it is a very important area of development and it is recognised
that emotional literacy contributes to children developing in other
ways as well. As with everything there are a number of materials,
suggestions, ideas of how to put it into practice. The reality is that
these are only tools and surely is the way an educator uses those tools
or indeed other tools he or she created that allows for the creation of
an environment where children develop emotionally. Sometimes, some
educators just rolls materials and strategies out and forget that the
most important aspect is the relationship they themselves establish
with others. Emotional literacy is not done between 10.00 and 10.20
a.m. at circle time. Is part of life all the time, it's about being,
the way you are and they you are developing- no wonder it is difficult
to assess it.
Joao
On Thursday, October 12, 2006, at 06:19 pm, Marie Huxtable wrote:
> Emotional literacy is an area of developement in schools in England at
> present with huge claims made for its impact but as far as I know
> there are
> no living standards of judgement by which to assess those claims nor an
> understanding of how to produce evidence that can be used to assess
> them. If
> anyone knows otherwise I would be very interested to hear. In the
> meantime
> my colleagues and I are working on a living theory account as we work
> with
> educators on developing our understandings of emotional literacy in a,
> hopefully, emotionally literate fashion in a workshop. We are hoping to
> video the workshop as evidence of our standards being lived as they
> emerge
> through our practice so I appreciate Alon's invitation to
>
> 'Just produce an account, showing your living standards of judgement
> and make it public for assessment and re-evaluation: We'll decide
> and tell you if it is epistemological, clear and convincing,
> contributing (ethical) and educational.'
>
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