A sociocultural perspective, Vygotsky, framed the qualitative study, to understand how to create ‘shared affective spaces’ as an enabling factor to scaffold within the zone of proximal development. Social and emotional learning is conceptualised as a social concept, focusing on the collective knowledge of the peer group. The longitudinal study was conducted with thirty-one students 9-10 years of age in a composite Year 4/5 classroom. There were 17 students in the Year 5 cohort drawn from sixty students distributed across four similar classes to cope with volume of antisocial behaviour. The teacher/researcher implemented sociocultural strategies such as the weekly class meetings to scaffold students to make connections with their emotions and the impact of bullying behaviour on the perpetrators and victims. Rogoff’s analytical planes frame the discussion of students’ participation and the case study of Lindsay, a Year 5 student who was a bully. Lindsay’s journey exemplifies the positive outcomes for teacher scaffolding of understandings about making friends and prosocial behaviour to reduce bullying, using holistic classroom practices that made explicit the affective aspects of learning. Future research is required to develop teachers’ expertise in understanding the scaffolding process to enlist students’ emotions as an enabling factor.
Research on society, culture, art, neuroscience, cognition, thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, thinkers ++
4150 Posts in this Blog
- Follow Learning Change on WordPress.com