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    How can I improve my teaching of Wellbeing in my Senior Infant class?


    Quirke, Katie (2021) How can I improve my teaching of Wellbeing in my Senior Infant class? Masters thesis, National University of Ireland Maynooth.

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    Abstract

    The purpose of this self-study action research project is to establish how I can improve my teaching of Wellbeing in my Senior Infant classroom. Wellbeing is an area that is evolving in the education sector, for instance, by 2023, all primary schools must have a Wellbeing Promotion Process (Department of Education 2018). Wellbeing is also present in the Draft Primary Curriculum Framework (National Council for Curriculum and Assessment, 2020). However, the need for wellbeing education became strikingly evident in my classroom as a result of the Covid-19 Pandemic and school closures as children struggled to address their emotions from this time. It became clear to me that the time to improve my wellbeing education skills was now. Throughout two action research cycles, I compared programme-based wellbeing education to teacher-led wellbeing education. These six-week cycles took place in my Senior Infant classroom, located in a DEIS, co-educational school in County Dublin. The intervention displayed benefits and downfalls to both approaches to wellbeing education. After analysing all data, the findings demonstrated that following a programme, but tailoring it to meet the needs and experiences of the pupils in the class, was the best type of practice for me in my setting. Following a programme ensures consistency when considering a whole-school approach to wellbeing education. However, it is essential that the teacher is confident in adapting these lessons to acknowledge arising circumstances in the class that may not be covered in the course, such as bereavement, or response to a global pandemic.

    Item Type: Thesis (Masters)
    Keywords: teaching of Wellbeing; Senior Infant class; Department of Primary and Early Childhood Education;
    Academic Unit: Faculty of Social Sciences > Froebel Department of Primary and Early Childhood Education
    Item ID: 15144
    Depositing User: IR eTheses
    Date Deposited: 17 Dec 2021 11:26
    URI:

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