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Reflections Magazine : Reflections Magazine Issue 52
15 REFLECTIONS • GOWRIE AUSTRALIA • SPRING 2013 - ISSUE 52 Children who feel at ease, secure and confident are more receptive to deep level learning. Belgian researchers, Ferre Laevers and Bart Declercq maintain that focusing on emotional wellbeing and level of involvement can pave the way to competence development. In search of quality What makes young children learn in early childhood settings? From the point of view of the parent or the curriculum developer, the question is often answered by expressing expectations with regard to the educational context and the practitioners' actions - the infrastructure, the content of activities, interaction style. From the policy or government viewpoint, there is a more direct reference to the expected outcome of the learning process. With regular assessments the system of care and education is 'forced' to get better results. In the middle of this stands the practitioner, living and working with children. How can he or she combine context and outcome - together? In this article we want to answer exactly this question. The quality of the experience An evident starting point for the assessment of the quality of any educational setting is to focus on two dimensions: the degree of 'emotional wellbeing' and the level of 'involvement'. It helps us to sense if what we are doing, in other words the context, is leading somewhere - to the outcome! Authors: Prof. Dr. F. Laevers Director Bart Declercq Researcher Research Centre for Experiential Education University of Leuven, Belgium Increasing Children's Competencies through Wellbeing and Involvement CONTEXT Context Means WELLBEING INVOLVEMENT PROCESS OUTCOMES Objectives Results
Reflections Magazine Issue 51
Reflections Magazine Issue 53 Summer 2013