The group discussed experiences within the classroom and children’s lack of concentration after lunch was a recurring theme. The group all agreed that incidents that happened during lunch time both affected children’s motivation whilst correspondingly affected the whole class learning time as issues had to be resolved. Therefore, it was decided that trialling out a method to overcome this barrier to learning would be a worthwhile enquiry.
Health and wellbeing is a significant area within the Curriculum for Excellence (CfE) and it is the duty of all staff within the school to promote it (Scottish Government, 2014a). Sousu and Ellis (2014) explain the correlation between the socio-economic background of a child and social, emotional and behavioural issues which all act as a barrier to learning (Cremin and Arthur 2014). As a probationer teacher working in a school where the Scottish Index of Deprivation (SIMD) decile score is 2, it is paramount that children within my care are supported effectively to support their emotional and social needs in order to ensure they meet their full potential.
In the view of Boekaerts (2002), allowing children the chance to explore, understand and discuss their emotions will result in favourable educational outcomes for children. However, in order to encourage children to develop these skills effectively, teachers need a firm intellectual understanding of self-regulation themselves. Therefore, this enquiry serves as an effective tool in order to develop understanding and skills, not only for the children, but also the educators.
The aim of this investigation was to investigate the effects of the implementation of emotion corners on children’s readiness to learn.