Building Back Better with Poems: Exploring Theory of Mind/Reflective Functioning, Emotional Literacy, and Poetry in a Pandemic Pod

Autor/inn/en	Douglas, Liat Goldman; Casesa, Rhianna Henry
Titel	Building Back Better with Poems: Exploring Theory of Mind/Reflective Functioning, Emotional Literacy, and Poetry in a Pandemic Pod
Quelle	In: Schools: Studies in Education, 19 (2022) 1, S.155-174 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
DOI	10.1086/719214
Schlagwörter	Distance Education; COVID-19; Pandemics; Poetry; Theory of Mind; Reflection; Emotional Intelligence; Elementary School Students; Figurative Language; Child Development; Literacy; Skill Development; Educational Environment; Parent Role; Teacher Role; Emotional Development + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lyrik; Poesie; Emotionale Intelligenz; Kindesentwicklung; Alphabetisierung; Schreib- und Lesefähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parental role; Elternrolle; Lehrerrolle; Gefühlsbildung
Abstract	During the 2020-21 school year, remote instruction due to COVID-19 significantly limited children's access to school-based social interactions. As schools return to in-person instruction, we ask: Can poetry and metaphor be used to develop theory of mind (ToM)/reflective functioning and emotional literacy in the early elementary setting? This article documents the use of poetry in a pandemic pod with four children ages four to eight years, demonstrating the relationship between children's developing understanding and use of metaphor and their emotional literacy skills. Although the psychological significance of ToM is well documented, the field of education rarely focuses on the role school environments play in supporting this essential building block of learning. Our findings support the use of content-rich instruction and the significant role parents and teachers play in supporting the emotional development of children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01