‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada
This purpose of this study was to explore how school-aged children understand dimensions of wellbeing in a Canadian context in participation of the Multi-national Qualitative Study – Children’s Understanding of Wellbeing. Twenty-one school-aged children (boys = 8, girls = 13) participated in semi-in...
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2019-04-01
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| Series: | International Journal of Emotional Education |
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| Online Access: | https://www.um.edu.mt/__data/assets/pdf_file/0007/392578/v11i1p5.pdf |
| _version_ | 1797962915940139008 |
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| author | Ashley Stewart-Tufescu |
| author_facet | Ashley Stewart-Tufescu |
| author_sort | Ashley Stewart-Tufescu |
| collection | DOAJ |
| description | This purpose of this study was to explore how school-aged children understand dimensions of wellbeing in a Canadian context in participation of the Multi-national Qualitative Study – Children’s Understanding of Wellbeing. Twenty-one school-aged children (boys = 8, girls = 13) participated in semi-instructed interviews facilitated by tactile, tasked oriented interview tool. Participants were recruited from seven before- and-after-school child-care programs throughout the city of Winnipeg, Manitoba, Canada. The wellbeing of children at school was influenced by the quality of the relationships they had with their teachers. Children recognized teachers as being essential agents in their learning process and teaching them essential skills for their future. Children who described feeling positive about school were children who felt that their teachers were supportive, provided creative ways to learn, and listened to their ideas and concerns. Conversely, children who described negative feelings about school discussed experiencing teachers who did not value their ideas and concerns, and were not supportive in their individual needs as a learner. The teaching style of teachers affect children’s wellbeing at school. Teachers who promote wellbeing at school and positive feeling associated with learning are those who consider the voices and needs of their students, as well as make efforts to incorporate those considerations in their curriculum. |
| first_indexed | 2024-04-11T01:20:13Z |
| format | Article |
| id | doaj.art-155f1fe0f89746d998b4607be36f121f |
| institution | Directory Open Access Journal |
| issn | 2073-7629 2073-7629 |
| language | English |
| last_indexed | 2024-04-11T01:20:13Z |
| publishDate | 2019-04-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-155f1fe0f89746d998b4607be36f121f2023-01-03T11:25:59ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292073-76292019-04-011118496‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, CanadaAshley Stewart-Tufescu0University of Manitoba, Winnipeg, CanadaThis purpose of this study was to explore how school-aged children understand dimensions of wellbeing in a Canadian context in participation of the Multi-national Qualitative Study – Children’s Understanding of Wellbeing. Twenty-one school-aged children (boys = 8, girls = 13) participated in semi-instructed interviews facilitated by tactile, tasked oriented interview tool. Participants were recruited from seven before- and-after-school child-care programs throughout the city of Winnipeg, Manitoba, Canada. The wellbeing of children at school was influenced by the quality of the relationships they had with their teachers. Children recognized teachers as being essential agents in their learning process and teaching them essential skills for their future. Children who described feeling positive about school were children who felt that their teachers were supportive, provided creative ways to learn, and listened to their ideas and concerns. Conversely, children who described negative feelings about school discussed experiencing teachers who did not value their ideas and concerns, and were not supportive in their individual needs as a learner. The teaching style of teachers affect children’s wellbeing at school. Teachers who promote wellbeing at school and positive feeling associated with learning are those who consider the voices and needs of their students, as well as make efforts to incorporate those considerations in their curriculum.https://www.um.edu.mt/__data/assets/pdf_file/0007/392578/v11i1p5.pdfwellbeingstudent-teacher relationshipchildren’s perceptionsmiddle school |
| spellingShingle | Ashley Stewart-Tufescu ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada International Journal of Emotional Education wellbeing student-teacher relationship children’s perceptions middle school |
| title | ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada |
| title_full | ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada |
| title_fullStr | ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada |
| title_full_unstemmed | ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada |
| title_short | ‘I get to learn more stuff’: Children’s Understanding of Wellbeing at School in Winnipeg, Manitoba, Canada |
| title_sort | i get to learn more stuff children s understanding of wellbeing at school in winnipeg manitoba canada |
| topic | wellbeing student-teacher relationship children’s perceptions middle school |
| url | https://www.um.edu.mt/__data/assets/pdf_file/0007/392578/v11i1p5.pdf |
| work_keys_str_mv | AT ashleystewarttufescu igettolearnmorestuffchildrensunderstandingofwellbeingatschoolinwinnipegmanitobacanada |