Attachment in the classroom. The links between children's early experience, emotional well-being and performance in school. Repr.

Autor/in	Geddes, Heather
Titel	Attachment in the classroom. The links between children's early experience, emotional well-being and performance in school. Repr.
Quelle	London: Worth Publ. (2008), X, 152 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. [147]-150
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-903269-08-3
Schlagwörter	Pädagogik; Bindung; Wohlbefinden; Zwischenmenschliche Beziehung; Kind; Schüler-Lehrer-Beziehung; Schüler; Lernerfolg; Schülerleistung; Lernen; Lernschwierigkeit; Unterricht; Intervention; Prävention; Theorie; USA
Abstract	A child's ability to take part in learning and be fully included in school life is fundamentally affected by his or her experience of early relationships or attachments. [This book] firmly locates the core aspects of attachment theory in the patterns of day-to-day behaviour and learning experiences of children and their teachers, clearly linking pupils' experience of early relationships to their struggle to learn. Such insights can make a significant contribution to developing an ethos of emotional well-being in schools, to strengthening the possibility of future inclusion and to reducing the likelihood of disaffection and anti-social behaviour as today's young children become adults in the wider world. Drawing on her extensive experience of working with children as a teacher and educational therapist, [the author], explores the significance of the relationship between the pupil, the teacher and the learning task in what she terms the 'Learning Triangle', linking it to emotional development, behaviour and attachment experiences. She identifies a 'Learning Profile' related to each Attachment style, and explores the conditions under which a school may be considered a secure base for the children learning there. The education setting is probably the greatest opportunity we have, outside the family, to promote and maintain social well-being. This is most likely to come about when emotional well-being becomes built into the education agenda, and into the structure of educational practice. This practical, accessible and illuminating book is full of ideas and suggestions for everyone involved with children in schools, enabling them to move from reacting to reflecting, and thus developing every pupil's resilience potential. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/1