A presentation at The well-being paradox in learning to code in in Leeds, UK by Claire Garside
The well-being parodox in learning to code edcga@leeds.ac.uk @cgarside https://clairegarside.com
‘Objectively negative factors in one’s life have relatively little effect on subjective quality of life’ Peter Herschbach The ‘Well-being paradox’ in quality-of-life research, 2002
‘Success comes out of complexity’ Kirsty Young
‘Objects-to-think-with’ Seymour Papert
‘We become ourselves through everyone else’ Lev Vygotsky
‘We do not learn from experience…we learn from reflecting on experience’ John Dewey
The well-being parodox in learning to code edcga@leeds.ac.uk @cgarside https://clairegarside.com
It is widely recognised that a child’s emotional health and wellbeing influences their cognitive development and learning. The aim of my EdD research is to explore how ‘learning by making’ can impact on the emotional well-being of children as an outcome of a formal curriculum environment, in contrast to health and well-being seen as prerequisites to learning.
The adoption and practice of constructionism to facilitate ‘maker education’, with relevance to student-centred pedagogies, is fundamental to this study. It recognises previous research showing how emotional well-being can be enhanced when an individual has a clear sense of their own purpose and value within society.
It seems logical that relevant outputs will support the well-being of children through the development of social learning alongside non-cognitive skills. How could this apply to workplace settings?
The following resources were mentioned during the presentation or are useful additional information.
School of Education at Leeds University page
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