Title: Picturing Sadness: Socio-emotional Challenges Experienced by Foundation Phase Learners and Its Implications for the Life Skills Curriculum
Stream: Counselling, Guidance & Adjustment in Education
Presentation Type: Live-Stream Presentation
Authors:
Jo Badenhorst, Central University of Technology, South Africa
Retha Van der Merwe, Free State Department of Basic Education, South Africa
Abstract:
Children represent the future, and their well-being in all spheres is crucial for future growth and development in any country. In South Africa, in particular, the complexity of society filters through to children of all ages, and they are often confronted with circumstances in their home, school and broader social environments that vary in extremity and appeal to their emotions. Children’s exposure to adversity has an impact on their ability to deal with socio-emotional challenges, to develop a positive self-image, to believe in a compassionate, just world, to develop a sense of morality and to value human life. In an embattled society such as South Africa, schools face the daunting task of creating a safe and emotionally secure environment for learners, offering survival and coping skills to assist them in overcoming the problems described above. The data, based on 98 drawings of Foundation Phase learners and interviews with their teachers, revealed wide-ranging challenges such as bullying, abuse, neglect and violence - some of which pointed to very serious and unsettling circumstances in which the participating children found themselves. The findings suggest that a repackaging of the curriculum content is crucial to cater for the socio-emotional issues of learners. A well-conceptualised Life Skills curriculum would foster the personal and emotional well-being of all learners in South Africa and would assist in creating a systemic environment in which teachers are adequately equipped.
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