Evaluating the Effectiveness of Supporting Young Quiet, Shy and/or Anxious Primary School Children in Wales, Using Two Targeted Intervention Programmes
Saved in:
| Title: | Evaluating the Effectiveness of Supporting Young Quiet, Shy and/or Anxious Primary School Children in Wales, Using Two Targeted Intervention Programmes |
|---|---|
| Language: | English |
| Authors: | Susan Davis (ORCID |
| Source: | Education 3-13. 2024 52(8):1033-1049. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Shyness, Anxiety, Intervention, Social Emotional Learning, Social Development, Friendship, Interpersonal Competence, Interpersonal Communication, Small Group Instruction, Self Esteem, Self Expression |
| Geographic Terms: | United Kingdom (Wales) |
| DOI: | 10.1080/03004279.2022.2131455 |
| ISSN: | 0300-4279 1475-7575 |
| Abstract: | Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3-7) and Quality Me Time (QMT) for children in years 3-4 (ages 7-9). Interventions were designed to support children: in vocalising feelings; accessing classroom opportunities; communication; and in developing friendships. Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups. The programmes were delivered in primary schools across Wales. Findings evidenced benefits to children's personal and social development in improving confidence and self-esteem both within and outside the classroom environment. Our research suggests the value of addressing emerging QSA behaviours in children by providing space and time to develop relationships and self-expression. Research findings suggest a risk to academic and social adjustment if inhibiting QSA behaviours are not addressed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445118 |
| Database: | ERIC |
| Abstract: | Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3-7) and Quality Me Time (QMT) for children in years 3-4 (ages 7-9). Interventions were designed to support children: in vocalising feelings; accessing classroom opportunities; communication; and in developing friendships. Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups. The programmes were delivered in primary schools across Wales. Findings evidenced benefits to children's personal and social development in improving confidence and self-esteem both within and outside the classroom environment. Our research suggests the value of addressing emerging QSA behaviours in children by providing space and time to develop relationships and self-expression. Research findings suggest a risk to academic and social adjustment if inhibiting QSA behaviours are not addressed. |
|---|---|
| ISSN: | 0300-4279 1475-7575 |
| DOI: | 10.1080/03004279.2022.2131455 |
