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This volume is a guide to using the Relational Literacy Curriculum
with children in grades 2-5. Based on developmental and social
constructivist principles, this curriculum presents a conceptual
framework and a method for enhancing children's understanding of
interpersonal relationships in the classroom. The Relational
Literacy Curriculum:
*offers a powerful method for children to reflect on challenging
interpersonal episodes and to discern constructive patterns of
relating through discussion and role play;
*provides a process that can serve as both a prevention tool and a
vehicle for managing immediate conflict;
*gives teachers a strong theoretical framework from which they can
make principled decisions, and a flexible format for implementing
it that they can adapt to meet the particular social needs of their
classroom context; and
*promotes teacher reflection and learning through the use of
various observational tools.
This book addresses the question of why it is important to study
relationships in the elementary classroom; reviews the research and
literature that inform the relational literacy curriculum; lays out
the process of the curriculum; explains how the curriculum can be
used to address real conflicts within the classroom community; and
provides guiding principles for practice. It is a useful resource
for classroom teachers, school psychologists, school counselors and
social workers, and a valuable text for a range of courses,
including classroom management, psycho-social interventions, child
development, and early childhood education.
This volume is a guide to using the Relational Literacy Curriculum
with children in grades 2-5. Based on developmental and social
constructivist principles, this curriculum presents a conceptual
framework and a method for enhancing children's understanding of
interpersonal relationships in the classroom. The Relational
Literacy Curriculum:
*offers a powerful method for children to reflect on challenging
interpersonal episodes and to discern constructive patterns of
relating through discussion and role play;
*provides a process that can serve as both a prevention tool and a
vehicle for managing immediate conflict;
*gives teachers a strong theoretical framework from which they can
make principled decisions, and a flexible format for implementing
it that they can adapt to meet the particular social needs of their
classroom context; and
*promotes teacher reflection and learning through the use of
various observational tools.
This book addresses the question of why it is important to study
relationships in the elementary classroom; reviews the research and
literature that inform the relational literacy curriculum; lays out
the process of the curriculum; explains how the curriculum can be
used to address real conflicts within the classroom community; and
provides guiding principles for practice. It is a useful resource
for classroom teachers, school psychologists, school counselors and
social workers, and a valuable text for a range of courses,
including classroom management, psycho-social interventions, child
development, and early childhood education.
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