How do Nurture Group Practitioners Deliver Their Social and Emotional Wellbeing Curriculum?

Prof Doc Thesis


Busch, P. 2017. How do Nurture Group Practitioners Deliver Their Social and Emotional Wellbeing Curriculum? Prof Doc Thesis University of East London Psychology
AuthorsBusch, P.
TypeProf Doc Thesis
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.

Year2017
Digital Object Identifier (DOI)doi:10.15123/PUB.6340
Publication dates
PrintApr 2017
Publication process dates
Deposited21 Sep 2017
Publisher's version
License
CC BY-NC-ND
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https://repository.uel.ac.uk/item/84w7y

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