Supporting Children’s Sense of Belonging and Feelings of Mattering Through Relationship-Rich Pedagogies

Teszenyi, Eleonora (2024). Supporting Children’s Sense of Belonging and Feelings of Mattering Through Relationship-Rich Pedagogies. In: Tarry, Estelle ed. Principles and Practice to Help Young Children Belong: Therapeutic Approaches to Support Pupils in the Margins. Routledge.

DOI: https://doi.org/10.4324/9781032716190-8

Abstract

It is widely believed that children, like all humans, have an innate desire to feel important and to matter to others. There is also compelling evidence to suggests that a sense of belonging is crucial to children’s participation in the activities of their groups and communities. Children who feel they belong and matter to others are happier, better adjusted, more engaged at school and more motivated to learn. Therefore, it is crucial that teachers and practitioners establish a nurturing environment and adopt pedagogic practices that foster belonging and ‘mattering’. Foundational to these are positive relationships, child-respecting approaches and relationship-rich pedagogies. This chapter highlights seminal pieces of work that evidence the psycho-social and educational benefits afforded by a sense of belonging and mattering and offers practical ideas that teachers and practitioners can implement in their practice.

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