The Scottish Government has highlighted the important role of personal and social development in primary education to promote the social inclusion of children who have poor life experiences (Scottish Office, 1999a). HMIE reports however suggest that there are few opportunities in primary schools in Scotland for pupils with social difficulties to develop personal and social skills (HMIE, 1999, 2001a, 2001b). This study explored the historical development of provision for personal and social development in primary education in Scotland, and carried out a survey of current perceptions and provision for pupils with personal and social needs in primary schools in Scotland. Following this, an investigation of the organisation and impact of three personal and social development initiatives for pupils with personal and social difficulties was carried out. Results of the historical review revealed that in the 1960s teaching methods became increasingly child-centred but it was not until later, in the 1980s, that personal and social development became part of the school curriculum. Results of the survey of primary schools showed that schools introduced a range of personal and social development initiatives but that few of these were intended to specifically meet the needs of individuals with personal and social difficulties. The investigation of three initiatives for pupils with personal and social difficulties revealed that initiatives were generally valued by staff, pupils and parents in those schools and that initiatives had a positive impact on a number of personal and social development factors, such as self-esteem.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:486894 |
| Date | January 2008 |
| Creators | Lerpiniere, Jennifer Anne |
| Publisher | University of Glasgow |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://theses.gla.ac.uk/100/ |
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