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PSHE in the Primary School: Principles and Practice [Pehme köide]

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  • Formaat: Paperback / softback, 314 pages, kõrgus x laius: 246x189 mm, kaal: 616 g
  • Ilmumisaeg: 07-Mar-2013
  • Kirjastus: Routledge
  • ISBN-10: 1408259575
  • ISBN-13: 9781408259573
Teised raamatud teemal:
PSHE in the Primary School: Principles and PracticeSuurem pilt
  • Formaat: Paperback / softback, 314 pages, kõrgus x laius: 246x189 mm, kaal: 616 g
  • Ilmumisaeg: 07-Mar-2013
  • Kirjastus: Routledge
  • ISBN-10: 1408259575
  • ISBN-13: 9781408259573
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781408259573.html
Märksõnad:

PSHE in the Primary School: Principles and Practice is an exciting new textbook to support, inform and inspire trainees, teachers and support staff at primary level.

This unique text bonds essential subject knowledge with practical teaching skills, and covers topical issues such as bullying, resilience, behaviour for learning, and sex and relationships education.

The book is divided into four distinct parts: Social Development and Education, including conflict resolution and celebrating diversity; Personal Development and Education, tackling topics such as emotional literacy and coping with life transitions; Coordinating PSHE offers guidance for new and aspiring PSHE coordinators in all aspects of their role, including curriculum design and assessment; and the final part looks to The Future of PSHE.

Muu info

An exciting new textbook to support, inform and inspire trainees, teachers and support staff in delivering PSHE at primary level.
Acknowledgements xv
Introduction 1(4)
PSHE acronyms: clarity from confusion
2(1)
Other abbreviations and acronyms used in this book
3(2)
1 An introduction to Personal, Social, Health and Economic (PSHE) education
5(12)
Chapter objectives
5(1)
What is Personal, Social, Health and Economic education?
6(1)
How is it delivered in school?
7(1)
A history of the development of PSHE in the English primary curriculum
8(3)
A rationale and analysis for the place of PSHE in the primary curriculum
11(3)
Conclusion
14(1)
Bibliography
14(3)
2 PSHE practice in schools today
17(16)
Chapter objectives
17(1)
Introduction
18(1)
Establishing the climate
18(1)
Organising the delivery of PSHE in school
19(4)
Teaching and learning approaches in PSHE
23(5)
Why does PSHE sometimes fail?
28(1)
Delivering PSHE - the learning mentor's perspective
29(1)
Conclusion
30(1)
Bibliography
31(2)
Part 1 SOCIAL DEVELOPMENT AND EDUCATION
33(92)
3 Moral development
35(12)
Chapter objectives
35(1)
Introduction
36(1)
Definitions
36(1)
What is right and wrong?
36(1)
Moral development in children and young people
37(1)
Moral development theory
38(3)
Applying theory to real-life moral education
41(1)
It's not that easy
41(1)
Classroom strategies for dealing with moral dilemmas
42(2)
Books
44(1)
Working on moral development with children one-to-one - the learning mentor's perspective
44(2)
Conclusion
46(1)
Bibliography
46(1)
4 Behaviour for learning and life including restorative justice
47(17)
Chapter objectives
47(1)
Introduction
48(1)
Why behave?
48(1)
Why behave in school?
49(1)
What is appropriate?
50(1)
Authority and power
50(1)
Why misbehave?
51(1)
What helps?
52(1)
School-wide approaches
53(2)
School policy and practice
55(1)
Classroom strategies for behaviour for learning
55(4)
Working on behaviour management one-to-one with pupils - the learning mentor's perspective
59(2)
Conclusion
61(1)
Bibliography
62(2)
5 Preventing and addressing bullying
64(17)
Chapter objectives
64(1)
Introduction
65(1)
History
65(1)
What is known about bullying?
66(1)
Types of bullying
67(1)
Individual or group?
68(1)
Cyberbullying
68(1)
How much bullying is there?
69(1)
Characteristics of pupils who bully
69(1)
Risk factors for victims
70(1)
Impact of bullying on victims and those who bully
70(1)
Tackling bullying
71(1)
Proactive/preventative approaches
71(1)
Reactive approaches
72(1)
So can bullying be eradicated?
73(1)
Classroom strategies for preventing and addressing bullying
73(3)
Working to reduce bullying - a learning mentor's perspective
76(1)
Working with pupils one-to-one
77(1)
Conclusion
78(1)
Bibliography
78(3)
6 Friendship: forming, keeping and coping with falling out
81(15)
Chapter objectives
81(1)
Introduction
82(1)
What is a friend?
82(1)
Social development in friendships
83(1)
What influences friendship formation?
84(1)
What promotes positive peer relationships in schools?
85(1)
What is needed to start friendships?
86(1)
What is needed to sustain friendships?
87(1)
What is needed when friendships falter and fail?
87(1)
Friendship online: the seismic social shift that is the internet
88(1)
Classroom strategies for dealing with friendship
89(3)
Helping with friendship issues - a learning mentor's perspective
92(2)
Conclusion
94(1)
Bibliography
94(2)
7 Keeping safe and managing conflict
96(14)
Chapter objectives
96(1)
Introduction
97(1)
Health and safety?
97(1)
The law
98(1)
The climate
99(1)
The safety curriculum
99(2)
Non-violent conflict resolution/peer mediation
101(1)
Why is there conflict?
102(1)
What are the consequences of conflict?
102(2)
Safety education in the classroom
104(3)
Keeping safe and managing conflict - a learning mentor's perspective
107(1)
Conclusion
108(1)
Bibliography
108(2)
8 Citizenship and celebrating diversity
110(15)
Chapter objectives
110(1)
Introduction
111(1)
What is citizenship education?
112(1)
History of citizenship education in schools in England
112(1)
Teaching citizenship in primary schools
113(4)
Classroom strategies for citizenship
117(3)
Citizenship - aspiration - participation - community cohesion: the learning mentor's perspective
120(2)
Conclusion
122(1)
Bibliography
122(3)
Part 2 PERSONAL DEVELOPMENT AND EDUCATION
125(116)
9 Self-esteem
127(14)
Chapter objectives
127(1)
Introduction
128(1)
What is self-esteem?
128(1)
Criticisms of the concept of self-esteem
129(1)
How do children develop their self-concept and a sense of self-worth?
130(1)
Why is self-esteem important in education?
131(1)
Causes of low self-esteem
132(1)
Signs of low self-esteem
133(1)
Impact of low self-esteem
133(1)
Issues around poor self-image
133(1)
Classroom strategies to raise self-esteem
134(2)
And what about you?
136(1)
Working in small groups: pupils with low self-esteem - a learning mentor's perspective
137(1)
Conclusion
138(1)
Bibliography
139(2)
10 Emotional literacy including the recognition and management of feelings
141(15)
Chapter objectives
141(1)
Introduction
142(1)
Emotional development
142(1)
Emotional literacy and schools
143(2)
Criticisms of the effectiveness of emotional literacy work in schools
145(1)
Anger and anger management
146(2)
Developing emotional literacy in the classroom
148(1)
Managing anger in the classroom
149(3)
Helping a child with anger management issues - the learning mentor's perspective
152(2)
Conclusion
154(1)
Bibliography
154(2)
11 Developing resilience
156(15)
Chapter objectives
156(1)
Introduction
157(1)
What is psychological resilience?
157(1)
Crisis or day-to-day hassles?
158(1)
Factors that impact on resilience levels In children
159(2)
Signs of vulnerability and low resilience in children going through crisis
161(1)
Increasing resilience in schools
162(2)
Resilience in learning tasks
164(1)
Classroom strategies for promoting resilience
164(3)
Developing resilience - the learning mentor's perspective
167(1)
Conclusion
168(1)
Bibliography
169(2)
12 Preparing children for life transitions
171(12)
Chapter objectives
171(1)
Introduction
172(1)
Impact of experiencing change
173(1)
What helps and hinders change?
174(1)
Managing school transitions
175(1)
Classroom strategies for dealing with transitions
176(4)
Transition from Year 6 to Year 7: a learning mentor's perspective
180(1)
Conclusion
181(1)
Bibliography
181(2)
13 Supporting children through bereavement and loss
183(15)
Chapter objectives
183(1)
Introduction
184(1)
Incidence of grief and loss in children
184(1)
Rationale for schools offering support to pupils struggling with grief and loss
185(1)
Grief responses in children
186(1)
What influences a child's reaction to loss and bereavement?
187(2)
The long-term impact of grief and loss in children
189(1)
Supporting a bereaved child in the class
189(3)
One-to-one support for loss - a learning mentor's perspective
192(2)
Conclusion
194(1)
Bibliography
194(4)
14 Promoting healthy lifestyles and healthy money management
198(15)
Chapter objectives
198(1)
Introduction
199(1)
A rationale for health promotion in schools
199(1)
Interference in private lives?
200(1)
How does health education work?
201(2)
Teaching health education
203(2)
Healthy eating
205(1)
Economic education (money health)
206(1)
Classroom strategies for healthy eating
207(2)
Healthy eating, exercises and hygiene - the learning mentor's perspective
209(1)
Conclusion
210(1)
Bibliography
210(3)
15 Substance abuse (drugs) education
213(12)
Chapter objectives
213(1)
Introduction
214(1)
Why is substance abuse education necessary?
214(2)
The content and strategies for effective delivery of substance abuse education
216(1)
What do children already know or think or need?
217(1)
Taking parents into partnership
217(1)
How do we teach it?
218(1)
Overcoming constraints
219(1)
Classroom strategies for substance abuse
219(2)
Substance abuse education - a learning mentor's perspective
221(1)
Conclusion
222(1)
Bibliography
223(2)
16 Sex and relationships education
225(16)
Chapter objectives
225(1)
Introduction
226(1)
What does SRE mean?
226(1)
Understanding the power of the past
226(2)
A rationale for SRE in primary school
228(1)
Current requirements for SRE in primary schools
229(1)
Content of a possible SRE programme
229(3)
Constraints and ways of overcoming these
232(1)
Differentiation?
233(1)
Classroom strategies for teaching about sex and relationships
234(3)
Sex and relationships education: the learning mentor's perspective
237(1)
Conclusion
238(1)
Bibliography
238(3)
Part 3 COORDINATING PSHE
241(32)
17 Coordination in PSHE: writing and reviewing policy
243(8)
Chapter objectives
243(1)
Introduction
244(1)
Coordinating PSHE
244(1)
PSHE: too big and too diverse?
245(1)
PSHE policy
245(3)
How PSHE is taught
248(1)
`I'm new. How do I begin?'
249(1)
Conclusion
250(1)
Bibliography
250(1)
18 PSHE coordination: monitoring, assessing and evaluating PSHE
251(10)
Chapter objectives
251(1)
Introduction
252(1)
What is assessment?
252(1)
Assessment of PSHE in the classroom
252(3)
Where would a teacher get the PSHE learning outcomes?
255(1)
The value of peer/self-assessment
255(1)
Monitoring progress in pupils across the primary years
256(1)
Auditing, monitoring and evaluating practice at a school level
256(3)
Working with, not apart from staff
259(1)
Monitoring progress
259(1)
Assessing pupils with emotional, social or behavioural difficulties
259(1)
Conclusion
260(1)
Bibliography
260(1)
19 Pastoral support processes and personnel
261(12)
Chapter objectives
261(1)
Introduction
262(1)
Defining pastoral care
262(1)
Hierarchical structures
263(1)
Pastoral care in the classroom
263(1)
The playground and lunchtime
264(1)
Working with parents
264(1)
Pastoral care of the vulnerable
265(1)
Pastoral personnel
265(2)
Other pastoral support strategies
267(3)
Conclusion
270(1)
Bibliography
270(3)
Part 4 THE FUTURE
273(19)
20 The future: hopes, dreams and challenges
275(13)
Chapter objectives
275(1)
Introduction
276(1)
The future of PSHE in primary education: the educationalist's view
276(3)
The future of PSHE: the class teacher's view
279(2)
The future of PSHE: the learning mentor's view
281(1)
Goodbye to all that: Pat Hughes's view
282(4)
A response to Hughes's argument
286(1)
Bibliography
287(1)
21 Conclusion
288(4)
Chapter objectives
288(1)
Introduction
289(1)
Reflections on the content of this book
289(1)
Present issues and future trends in PSHE
289(2)
Conclusion
291(1)
Bibliography
291(1)
Index 292
Gillian Goddard has recently retired from Edge Hill University, UK, where she was the PSHE specialist subject leader. Before working as a lecturer, Gillian worked as a primary school teacher.

Viv Smith is Associate Tutor and Head of PSHE Specialism at Edge Hill University, UK. She moved into academia after over 30 years as a primary school teacher.

Carol Boycott is Learning Mentor and PSHE Lead at a primary school in an economically-deprived area of a city in the North West of England.