Hostname: page-component-cd9895bd7-dk4vv Total loading time: 0 Render date: 2024-12-18T05:28:21.995Z Has data issue: false hasContentIssue false
  • English
  • Français

DYSLEXIA AND SELF-DEVELOPMENT; A PRODUCT FOR PRIMARY SCHOOL CLASSROOMS TO ENCOURAGE SOCIAL INTERACTION WITH THE INTENT OF IMPROVING SELF-ESTEEM.

Published online by Cambridge University Press:  27 July 2021

Zac Michael Laschok  and
Younghun Lim
Zac Michael Laschok*
Affiliation:
Bournemouth University
Younghun Lim
Affiliation:
Bournemouth University
*
Laschok, Zac Michael, Bournemouth University, Design and Engineering, United Kingdom, [email protected]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

With an ever-increasing body of primary school children and the degradation of mental health among young people, the development of a high self-esteem at a primary school level has been recognised as a huge driving force towards the wellbeing of the next generation. Although the poor mental health of young people in their teenage years is widely talked about and addressed, it is often missed that this stems from a much younger age. The people most likely to suffer with a lower self-esteem at a young age are those with a learning differences, weather mild, diagnosed or undiagnosed. This paper will explore how emerging cognitive differences, and positive social interaction can help steer a child’s self-development away from problems later in life such as anxiety and depression. Using these findings, a physical classroom-based game was conceived, designed and tested on the end users in the classroom environment.

Keywords

EducationphychosocialInclusive designHuman behaviour in designUser centred design
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 1323 - 1332
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

References

Belfiels, C. Farquharson, C. Sibieta, L., 2018. 2018 Annual Report on Education Spending in England [online]. Institute for Fiscal Studies.10.1920/re.ifs.2018.0150CrossRefGoogle Scholar
Che, J. 2007. Flow in games (and everything else), Communications of the ACM 10.1145/1232743.1232769CrossRefGoogle Scholar
Cheti Nicoletti of the Department of Economics 2010. Spending it wisely: How can schools use their resources to help poorer pupils? Nuffield Foundation.Google Scholar
Department for Education, 2013. The national curriculum in England Key stages 1 and 2 framework documentGoogle Scholar
Department of Education, 2019. Schools, pupils and their characteristics: January 2019 [online]. Department of Education.Google Scholar
Devonshire, M., 2014. Children with dyspraxia are falling ‘under the radar’ and missing out on vital support in schools [online]. Dyspraxia Foundation.Google Scholar
Eco resin glue - https://www.adhesivesmag.com/articles/88268-biodegradable-polymers-in-adhesive-systemGoogle Scholar
El-Keshky, Mogeda & Samak, Yasser. (2017). The Development of Self Esteem in Children: Systematic Review and Meta-Analysis. International Journal of Psychology & Behavior Analysis. 3. 10.15344/2455-3867/2017/128.Google Scholar
Green, Kenneth D., Forehand, Rex, Beck, Steven J., and Vosk, Barbara. “An Assessment of the Relationship among Measures of Children's Social Competence and Children's Academic Achievement.” Child Development 51, no. 4 (1980): 1149–1156. Accessed May 29, 2020. https://dx.doi.org/10.2307/1129556.CrossRefGoogle Scholar
Hall, C. W., & Richmond, B. O. 1985. Non-verbal communication, self-esteem and interpersonal relations of LD and non-LD students. Exceptional Child, 32(2), 87–91.10.1080/0156655850320204CrossRefGoogle Scholar
Harris, J. R. (1995). Where is the child's environment? A group socialization theory of development. Psychological Review, 102(3), 458–489. https://doi.org/10.1037/0033-295X.102.3.45CrossRefGoogle Scholar
Harris, M. A., & Orth, U. (2019, September 26). The Link Between Self-Esteem and Social Relationships: A Meta-Analysis of Longitudinal Studies. Journal of Personality and Social Psychology. Advance online publication. http://doi.org/10.1037/pspp0000265 https://www.wipo.int/classifications/nice/nclpub/en/fr/?class_number=41&explanatory_notes=show&lang=en&menulang=en&notion=class_headings&version=20190101Google Scholar
Stephenson, Jennifer (2007) The effect of color on the recognition and use of line drawings by children with severe intellectual disabilities, Augmentative and Alternative Communication, 23:1, 44–55, https://dx.doi.org/10.1080/07434610600924457CrossRefGoogle ScholarPubMed
Johnson, H. Carroll, J. & Bradley, L., 2017. SEN support: a survey of schools and colleges [online]. Coventry: Coventry UniversityGoogle Scholar
Kernis, M.H. (2005), Measuring Self-Esteem in Context: The Importance of Stability of Self-Esteem in Psychological Functioning. Journal of Personality, 73: 1569–1605. https://dx.doi.org/10.1111/j.1467-6494.2005.00359.xCrossRefGoogle ScholarPubMed
Lamer, S. Reeves, S. Weisbuch, M., 2015. The nonverbal environment of self-esteem: Interactive effects of facial-expression and eye-gaze on perceivers' self-evaluations. Journal of Experimental Social Psychology. 56. 130–138. 10.1016.10.1016/j.jesp.2014.09.010CrossRefGoogle Scholar
Lidwell, W., Holden, K., Butler, J., & Elam, K. (2010). Universal principles of design: 125 ways to enhance usability, influence perception, increase appeal, make better design decisions, and teach through design.Google Scholar
Heinrich, Lydia Alexandra, 2019. Future opportunities for bio-based adhesives – advantages beyond renewability. Green chemistry issue 8.10.1039/C8GC03746ACrossRefGoogle Scholar
Mihaly Csikszentmihalyi Flow: The Psychology of Optimal Experience (2008), by, published by Harper Perennial Modern ClassicsGoogle Scholar
Muter, V. and Snowling, M.J. (2009), Children at Familial Risk of Dyslexia: Practical Implications from an At-Risk Study. Child and Adolescent Mental Health, 14: 37–41. https://dx.doi.org/10.1111/j.1475-3588.2007.00480.xCrossRefGoogle Scholar
Myers, J.E., Willse, J.T. and Villalba, J.A. (2011), Promoting Self-Esteem in Adolescents: The Influence of Wellness Factors. Journal of Counseling & Development, 89: 28–36. https://dx.doi.org/10.1002/j.1556-678.2011.tb00058.xCrossRefGoogle Scholar
O'Donnell, A. (Ed.), King, A. (Ed.). (1999). Cognitive Perspectives on Peer Learning. New York: Routledge, https://doi.org/10.4324/9781410603715Google Scholar
Ofsted, 2014. Below the radar: low-level disruption in the country's classrooms [online]. Ofsted.Google Scholar
Phillips, D., Hagan, T., Bodfield, E., Woodthorpe, K. and Grimsley, M. (2008), Exploring the impact of group work and mentoring for multiple heritage children's self-esteem, well-being and behaviour. Health & Social Care in the Community, 16: 310–321. https://dx.doi.org/10.1111/j.1365-2524.2008.00761.xGoogle Scholar
Qualitative data coding manualGoogle Scholar
Calsyn, Robert J., Jan Quicke and Sharon Harris do improved communication skills lead to increased self-esteem? Elementary School Guidance & Counseling Vol. 15, No. 1 (October 1980), pp. 48–55Google Scholar
Robson, C., & McCartan, K. (2016). Real world research. John Wiley & Sons.Google Scholar
Rubin, K.H., Wilkinson, M. (1995) Peer Rejection and Social Isolation in Childhood: A Conceptually Inspired Research Agenda for Children with Craniofacial Handicaps. In: Eder, R.A. (eds) Craniofacial Anomalies. Springer, New York, NYGoogle Scholar
Rutland, A., Cameron, L., Jugert, P., Nigbur, D., Brown, R., Watters, C., Hossain, R., Landau, A. and Le Touze, D. (2012), Group identity and peer relations: A longitudinal study of group identity, perceived peer acceptance, and friendships amongst ethnic minority English children. British Journal of Developmental Psychology, 30: 283–302. https://dx.doi.org/10.1111/j.2044-835X.2011.02040.xCrossRefGoogle ScholarPubMed
Ryan, M. & International Dyslexia Association., 2004. Social and Emotional Problems Related to Dyslexia [online]. http://www.ldonline.orgGoogle Scholar
Saldaña, J. (2015). The coding manual for qualitative researchers (No. 14). Sage.Google Scholar
Tominey, Shauna L. & McClelland, Megan M. (2011) Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool, Early Education and Development, 22:3, 489–519, https://dx.doi.org/10.1080/10409289.2011.574258CrossRefGoogle Scholar
Stephen Pheasant, 2003. Bodyspace: Anthropometry, Ergonomics, and the Design of Work. Taylor & Francis 10.1201/9781482272420CrossRefGoogle Scholar
UK Government, 2020. How Copyright Protects Your Work [online]. https://www.gov.uk/copyright Volume 50, Number 4 (2007), Pages 31–34 WIPO IP Portal, 2020.Google Scholar