Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723737
Title: How do Nurture Group Practitioners deliver their social and emotional wellbeing curriculum?
Author: Busch, Philippa
ISNI:       0000 0004 6421 0445
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2017
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Abstract:
The purpose of this study is to explore how Nurture Group Practitioners deliver the social and emotional wellbeing curriculum. To do this the content of the curriculum, how it was targeted and how progress was measured were explored. The research was conducted due to a gap in the literature regarding exactly what is done to support children with the development of their social and emotional wellbeing. Qualitative exploratory research was conducted with nine Nurture Group Practitioners form the Greater London area. Data collection involved semi- structured interviews which were analysed using thematic analysis. The research indicated that the needs of the children were assessed and addressed constantly. The curriculum consisted firstly of the development of intra-personal skills, followed by inter-personal skills. There was a clear priority given to the processes of the Nurture Group, how children learn and that they experience the expectations from others. The expectations were transparent and clear, presented in a structured yet personalised manner. Relationships were important, valued and maintained. Targets were specific for each individual child alongside group expectations and there was a dynamic approach in all aspects of what was being addressed and with what method. Nurture Group Practitioners held a common understanding of child development and behaviourist theories. They were receptive and responsive to the needs of the child and all forms of communication. The research discussed common elements of the curriculum addressed in a consistent yet flexible framework, with a large degree of individualisation for each child. All opportunities were taken to teach the targeted skills as they naturally arose throughout the day. The dynamic approach and clear focus on processes supported the learning and outcomes for the children. Practical implications and future research questions are discussed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Prof.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.723737  DOI: Not available
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