Thesis
Learning through attuned relationships : exploring the patterns and processes of relational interaction in the Nurture Group
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2024
- Thesis identifier
- T17123
- Person Identifier (Local)
- 201277394
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Nurture Groups provide a targeted, early educational intervention in some mainstream schools in the UK for children with social, emotional and behavioural needs whose needs cannot be met within a mainstream class (Bennathan & Boxall, 2000). Research to date has concentrated on social and emotional improvements for pupils in Nurture Groups, with scant regard to the social and psychological processes by which improvements are made. Attachment Theory (Bowlby, 1969/1982) is widely attributed in Nurture Group literature to the success of the intervention. This thesis examines social interaction patterns and developmental outcomes of sixteen children aged 3-8 years, attending four part-time Nurture Groups in two primary schools in Scotland. Pupil social interaction was video recorded during each Nurture Group session and analysed in case studies at individual, Nurture Group and school level. Narrative analysis methods and the Leuven Wellbeing and Involvement scales were employed to identify the features, pattern and quality of social interaction activity. Structure, regularity and reliability of sessions and activities were investigated within and across Nurture Groups. Psychological and learning theories were examined and are discussed in relation to the findings of the study, with attention to recent theoretical developments. Nurture Groups were found to provide the environmental conditions and relational opportunities that foster children’s connection to self, staff, peers, and learning in school. Regular narrative patterning across sessions, activities, and companionable social interactions supported meaning-making for pupils through the attunement of action and emotion, leading to deep-level learning experiences. Pupils were ready, able and willing to learn and could do so in an environment tailored to their needs. As variations of the Nurture Group model develop, alongside increasing funding restraints, greater understanding of these mechanisms of change is of heightened importance for policy and practice.
- Advisor / supervisor
- Mowat, Joan
- Delafield-Butt, Jonathan
- Marwick, Helen
Relations
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PDF of thesis T17123 | 2024-10-09 | Public | Télécharger |