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EDU20014 Assignment 1 Folio

The document discusses the importance of well-being in children's growth and development, referencing various frameworks such as Pollard and Lee’s Five Domains and Maslow’s Hierarchy. It outlines a lesson plan called 'Zones of Regulation' aimed at enhancing social and emotional well-being in primary school children through storytelling and emotional expression. Additionally, it highlights the impact of environmental factors on children's well-being and suggests strategies for teachers to support children's emotional needs and resilience.

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0% found this document useful (0 votes)
26 views4 pages

EDU20014 Assignment 1 Folio

The document discusses the importance of well-being in children's growth and development, referencing various frameworks such as Pollard and Lee’s Five Domains and Maslow’s Hierarchy. It outlines a lesson plan called 'Zones of Regulation' aimed at enhancing social and emotional well-being in primary school children through storytelling and emotional expression. Additionally, it highlights the impact of environmental factors on children's well-being and suggests strategies for teachers to support children's emotional needs and resilience.

Uploaded by

she 86
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Assignment 1: Folio

Unit Code EDU20014

EDU20014 Assignment 1: Folio

Part 1:

The purpose of well-being is a valuable part of every child’s wellness, growth, and
development. The Department of Education, Employment and Workplace Relations (DEEWR)
(2023), expresses that the well-being of those included, but not bounded to physical, social,
emotional, spiritual, and cognitive well-being (DEEWR, 2023) In consonant with Laevers (2005),
well-being is greater around achievement, furthermore, the relation is to be met for the fundamental
requirements of each child. One of the many Frameworks that is used is the production of Pollard and
Lee’s Five domains of well-being demonstrates that well-being manages some of the domains but not
all. In addition, Maslow’s Hierarchy has five levels, Maslow introduced his hierarchy as the minor
needs will be met before the more advanced needs as it has five levels (Mcleod, 2023)

Social-emotional learning is accepting the knowledge, skills and approach toward health,
emotions, and empathy towards others, whilst maintaining a healthy and positive relationship and
being responsible and caring (Taylor, 2022). Kearns (2021) believes that emotional and social well-
being is vulnerable for children as they all have different prospects, abilities, and identities. Kearn
(2021) states that one’s emotional well-being is studied through the child’s understanding,
communication, and connections with others. Vygotsky also had the same beliefs, as well as the
sociocultural theory which assists the idea that adults of the child are accountable for the child’s
development (Fellow & Oakley,2020; Cherry, 2022).

Part 2

The lesson that is chosen is for the children in the foundation year in the primary school
setting and is aimed at social and emotional well-being. The name of this lesson is “Zones of
Regulation” (see Appendix) (Kuypers, 2022) The lesson begins with the class on the carpet, the
teacher introducing the storybook The Emotions Book: A Little Story About BIG Feelings by Liz
Fletcher and Greg Bishop (Illustrator), (Fletcher & Bishop, 2020). Once the teacher has read the
book's title and shown the children the front cover, they will ask the children questions like ‘From
looking at the book's cover, what do you think this book is about? What do you think feelings are?”
the teacher will then read the book pausing at different stages and ask questions “what Zone is for the
red (angry), blue (sad), green (happy), and yellow (frustrated)? What colour do you think the elephant
is feeling now?”. Once the book is finished the class can have a discussion and share what colour
emotion they might feel after listening to the story. After this discussion, the children can sit at their
desks and colour their own faces in the four emotion colours (ACARA, 2022). Once coloured the
children can share with the class what emotion the faces belong to and describe the emotion they
experienced then glue it to the sharing wall. The children might say “my face is green, so I feel happy.
I was happy when….” (See Appendix A)

Domain
This lesson will assist the children in their social and emotional well-being, as the children
recognise to interact and communicate with the other children within their classroom, this is possible
through this lesson as they share their emotions. This makes use of Pollard and Lee’s social area as it
can be voiced through communication with the children and highlighted within language that is
important in the children’s developmental growth (Person et al., 2021)

This lesson is additional associates with Seligman’s suggested PERMA model (Seligman,
2013) this is recognised within the positive emotion, connections, ability, and commitment for the key
factors that will provide to the children’s well-being.

Vygotsky’s Zone of Proximal Development (ZPD) allows the children to manage on their
own with a precise amount of knowledge, but once they cannot cope then they will need support from
a More Knowledgeable Other (MKO) (Cherry, 2022). Children appear to have their own mindsets of
emotions and this lesson supports the children to socialise with others and understand their own
emotions (Fellowes & Oakley, 2020)

Assessment and Reporting:

The classroom will have parental permission to take pictures of the students working within
the classroom and their achievements to show in either an email or social media that encloses the
children's privacy for the families. This way the families can see what the children are accomplishing
in the classroom, and the families are able to provide feedback to the classroom teacher (Arthur,
2008)

Curriculum:

Observing the children is the best technique for the teacher to collect information about each
child and how they can identify their emotions as well as improve their relationships within the
classroom (Fellowes & Oakley, 2020) As a result this lesson, is connected to the Australian

Curriculum, Content Descriptor Health, and Physical Education: AC9HPFP03 ‘recalling and
sharing emotional responses to different situations and representing these in a variety of ways’
(ACARA V.9, 2022).

Part 3:
A child’s well-being will have a major impact which might be placed on the environmental
factors within the child’s life. The environmental factors can be a combination of parents’ separation
or divorce, this will impact the child’s beliefs in trusting another person physically and emotionally.
Throughout history, it has been shown that children whose families have been separated will feel lost
and live in anticipation and insecurity (Abbot, 2020) Furthermore, this will have a negative impact on
the child’s development progress where the child will endorse negative behaviours for example, bed-
wetting nightmares, and non-compliance with rules (Abbot, 2020).

To protect a child who is experiencing environmental factors the teachers can use Maslow’s
Hierarchy of needs as a framework so that they are able to encourage the child in building resilience,
therefore the child may feel recognition of security, affection, and appreciation (Mcleod, 2023).

This will allow the teachers to concentrate on the well-being of the child and their
development so that the children can feel a sense of belonging to their own community. Supporting
children in their communities and classroom, the children can build friendships beyond their
microsystems and produce further assistance and protection. Furthermore, this can help children
establish social skills and emotions that they can understand and use in the classroom and community
(Abbot, 2020).

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