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Definice Partnerství pro vzdělávání 2030+

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Co je digitální wellbeing? Nová definice otevírá cestu k rovnováze ve světě technologií - wellbeingveskole.cz

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V posledních letech si stále častěji uvědomujeme, jak zásadně digitální technologie proměnily život dětí, studujících i dospělých. Ve školách, doma i v

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Manuál od Partnerství pro vzdělávání 2030+

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Evaluační nástroj může pomoci školám při autoevaluaci zaměřené na zhodnocení podpory wellbeingu, kterou svým pracovníkům a žákům poskytuje. Obsahuje ukazatele dobré praxe ve třech oblastech – Kultura a prostředí, Učení, Partnerství a spolupráce, jejichž míru naplňování škola vyhodnotí na základě společné diskuze sborovny nebo užšího týmu, který se hodnocení aktuálního stavu a plánování v podpoře wellbeingu věnuje. V případě, že se pracovníci shodnou, že některý z ukazatelů není školou naplňován, nástroj nabídne příklady opatření, kterými lze k jeho naplňování přispět. Nejedná se o kompletní nabídku, ale inspiraci, kterou škola může využít při plánování podpory na další období.

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What Works: A Manual for Designing Programs that Build Resilience

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What Works: A Manual for Designing Programs that Build Resilience

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What Works: A Manual for Designing Programs that Build Resilience What Works is an easy-to-use guide that is ideal for anyone working with children and

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Jak snížit stres ve třídě

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Resilient learning communities framework 

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Resilient learning communities framework 

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RTI International

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Nástroj skautů k vyhodnocování kvality plánovaného programu

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Vyhodnoťte se v několika otázkách: Pojmenujte si, co už děláte, a vyhodnoťte se na škále 1-6 (1=leda náhodou, 6=systematicky a pravidelně se na to zaměřujeme) Na základě vašich odpovědí vám kompas nabídne úkoly, které se svým oddílem můžete vyzkoušet pro zlepšení.

Dotazník si můžete vytisknout a pohodlně vyplnit se svým oddílem.

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Globální kompas. Pro oddíly, které myslí na svět

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Zhodnoťte vliv života svého oddílu na svět. Zlěpšujte se plněním úkolů. Inspirujte své okolí a pomožte ostatním oddílům.

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Jak měří kompetence na levely Lipka

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The PERMA Model: Your Scientific Theory of Happiness

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What is the PERMA model & how do you apply it in life to achieve happiness?

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přístup k terapii, výchově a vzdělávání dětí, které byly vystaveny traumatickému stresu

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Digitální svět či nárůst individualismu přináší víc stresorů, říká ředitel NÚDZ

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Na stresory a následně i duševní zdraví mají vliv celospolečenské trendy, jako je například přechod společnosti do digitálního světa, míní ředitel Národního ústavu duševního zdraví (NÚDZ) Petr Winkler. V Interview ČT24 popsal, že v Česku stejně jako v ostatních vyspělých zemích dochází v posledních letech k nárůstu duševních problémů a onemocnění u dětí a adolescentů. Podle něj tento trend ještě urychlila pandemie covidu-19, avšak zdůraznil, že existoval ještě před jejím vypuknutím.

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Karty pro nácvik chování v ZŠ Hamry

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

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Kids‘ skills - plakát (postup na jednom listu)

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Vztah mezi pozitivní edukací a posilováním odolnosti, příklady programů na školách

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způsoby, jak skrze přírodu zvýšit pohodu dětí

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"Do školy jsem se vrátila po rodičovské, kdy jsem se svými dětmi trávila většinu dne venku. Neuměla jsem si představit, že se v práci zavřu s dětmi ve třídě a nebudu mít kontakt s přírodou. V pravou chvíli jsem narazila na iniciativu Učíme se venku a zkoušela vaše nápady se svými dětmi. Pak přišel váš online kurz Nastartuj cestu ven a bylo jasné, jak výuku po návratu pojmu. Pokud bych nezačala díky vám učit venku, asi bych už neučila. Vlastně venku učím kvůli sobě, ale podle zpětných vazeb usuzuji, že to vyhovuje i dětem."

Veronika Tomanová ZŠ Lyčkovo náměstí, Praha Karlín

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Ze zákona můžeme na vašem zařízení ukládat pouze soubory cookie, které jsou nezbytně nutné pro provoz těchto stránek. Pro všechny ostatní typy souborů cookie potřebujeme vaše svolení. Budeme vděční, když nám ho poskytnete a pomůžete nám tak, naše stránky a služby zlepšovat. Svůj souhlas s používáním cookies na našem webu můžete samozřejmě kdykoliv změnit nebo odvolat. Více informací

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"Do školy jsem se vrátila po rodičovské, kdy jsem se svými dětmi trávila většinu dne venku. Neuměla jsem si představit, že se v práci zavřu s dětmi ve třídě a nebudu mít kontakt s přírodou. V pravou chvíli jsem narazila na iniciativu Učíme se venku a zkoušela vaše nápady se svými dětmi.

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Trénink psychofyzikálních sociálních kompetencí v Nizozemí

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Trénink psychofyzikálních sociálních kompetencí v Nizozemí

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Rots en Water richt zich op het bevorderen van een positieve ontwikkeling van sociale en emotionele competenties en het voorkomen en/of verminderen van problemen op het intrapersoonlijke domein (hoe zien leerlingen zichzelf) en het interpersoonlijke domein (hoe gaan leerlingen met elkaar om).
De eff…

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Vítejte na naší webové stránce. Chceme se podělit o své nápady a projekty se zbytkem světa a inspirovat ostatní školy, učitele a žáky nejen základních škol.

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Poznáváme, v jakém světě žijeme my i naše děti.

Digiděti jsou odmalička přitahovány stroji, počítači a obrazovkami. Jsou jimi fascinovány, lesknou se jim oči, když se na ně dívají. Děti na stroje a stroje na děti.

Jak rozumět probíhající digitalizaci společnosti?
Jak žít v informačním oceánu a neztrácet při tom sám sebe?
Jak najít rovnováhu mezi strojem a člověkem?

Zdravé používání chytrých telefonů. Sociální sítě. Čas u obrazovek. Počítačové hry. Streaming a síťování se. Digitální identita, soukromí, bezpečí a virtuální veřejný prostor. Algoritmizace pocitů, myšlenek a pohybů. Pozornost a roztříštěnost. Svoboda a pravidla a kontrola a moc při výchově digidětí. Kreativita a odvaha a zvědavost a radost při jejich vzdělávání. Nebezpečí a výzvy kyberprostoru. Nejistota. Stres. Strach. Chytrý domov v chytrém městě s chytrou prací přímo z kuchyně. Digitální minimalismus. Digitální wellbeing. Empatie. Laskavost. Láska. Důvěra a sebedůvěra. Spokojenost. Smysl. Klid. Lidskost.

"Přesunout pozornost ze strojů zpět na lidi a z inteligence zpět na lásku." (Kai-Fu Lee)

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Digiděti jsou odmalička přitahovány stroji, počítači a obrazovkami. Jsou jimi fascinovány, lesknou se jim oči, když se na ně dívají. Děti na stroje a stroje na děti. Jak rozumět probíhající digitalizaci společnosti?Jak žít v informačním oceánu a neztrácet při tom sám sebe?Jak najít rovnováhu mezi strojem a člověkem? Zdravé používání chytrých telefonů.

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Kurikulum umělé inteligence pro základní a střední školy

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Sára je vzdělávací koncept týkající se wellbeingu online prostoru, kyberbezpečnosti, digitální stopy a kyberšikany. Od AI dětem.

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https://www.societyforall.cz/karty-u-klid-v-hlave

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moje pozornost - vizualizace - budování rezilience

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moje pozornost - vizualizace - budování rezilience

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Well-being a odolnost dětí na ScioŠkolách

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výzkumy na téma well being

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Co je "helicopter parent" a proč není dobré přespříliš dohlížet na dět

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The term "helicopter parent" was first used in Dr. Haim Ginott's 1969 book Parents & Teenagers by teens who said their parents would hover over them like a helicopter. It became popular enough to become a dictionary entry in 2011. Similar terms include "lawnmower parenting," "cosseting parent," or "bulldoze parenting."

Helicopter parenting refers to "a style of parents who are overly focused on their children," says Carolyn Daitch, Ph.D., director of the Center for the Treatment of Anxiety Disorders near Detroit and author of Anxiety Disorders: The Go-To Guide. "They typically take too much responsibility for their children's experiences and, specifically, their successes or failures," Dr. Daitch says.

Ann Dunnewold, Ph. D., a licensed psychologist and author of Even June Cleaver Would Forget the Juice Box, says the helicopter parenting definition is simply "over-parenting." "It means being involved in a child's life in a way that is overcontrolling, overprotecting, and overperfecting, in a way that is in excess of responsible parenting," Dr. Dunnewold explains.

What is a Helicopter Parent?

Helicopter parenting most often applies to parents who help high school or college-aged students with tasks they're capable of doing alone (for instance, calling a professor about poor grades, arranging a class schedule, managing exercising habits). But really, helicopter parenting can apply at any age.

"In toddlerhood, a helicopter parent might constantly shadow the child, always playing with and directing his behavior, allowing him zero alone time," Dr. Dunnewold says. In elementary school, helicopter parents may ensure a child gets a certain teacher or coach, select the child's friends and activities, or providing disproportionate help for homework and school projects.

Why Do Parents Hover?

Helicopter parenting can develop for a number of reasons. Here are four common triggers.

Fear of dire consequences: Parents might fear a low grade, rejection from the sports team, or a botched job interview-especially if they feel they could've done more to help. But according to Deborah Gilboa, M.D., founder of AskDoctorG.com, "many of the consequences [parents] are trying to prevent-unhappiness, struggle, not excelling, working hard, no guaranteed results-are great teachers for kids and not actually life-threatening. It just feels that way."

Feelings of anxiety: Worries about the economy, the job market, and the world in general can push parents to take more control over their child's life in an attempt to protect them. "Worry can drive parents to take control in the belief that they can keep their child from ever being hurt or disappointed," explains Dr. Daitch.

Overcompensation: Adults who felt unloved, neglected, or ignored as children can overcompensate with their own children. Excessive attention and monitoring are attempts to remedy a deficiency the parents felt in their own upbringing.

Peer pressure from other parents: When moms and dads see other over-involved parents, it can trigger a similar response. "Sometimes when we observe other parents over-parenting or being helicopter parents, it will pressure us to do the same," Dr. Daitch says. "We can easily feel that if we don't immerse ourselves in our children's lives, we are bad parents. Guilt is a large component in this dynamic."

The Effects of Helicopter Parents

Many helicopter parents start off with good intentions. "It is a tricky line to find, to be engaged with our children and their lives, but not so meshed that we lose perspective on what they need," Dr. Gilboa says.

Engaged parenting has many benefits for a child, such as feelings of love and acceptance, better self-confidence, and opportunities to grow. However, "the problem is that, once parenting becomes governed by fear and decisions based on what might happen, it's hard to keep in mind all the things kids learn when we are not guiding each step," Dr. Gilboa explains. "Failure and challenges teach kids new skills, and, most importantly, teach kids that they can handle failure and challenges."

The helicopter parenting effects are widespread, but may include these five factors.

Decreased confidence and self-esteem: "The main problem with helicopter parenting is that it backfires," Dr. Dunnewold says. "The underlying message [the parent's] over-involvement sends to kids is 'my parent doesn't trust me to do this on my own.'" This, in turn, leads to a lack of confidence.

Undeveloped coping skills: If the parent is always there to clean up a child's mess-or prevent the problem in the first place-how does the child ever learn to cope with loss, disappointment, or failure? Studies have found that helicopter parenting can make children feel less competent in dealing with the stresses of life on their own.

Increased anxiety: A study from the University of Mary Washington has shown that over-parenting is associated with higher levels of child anxiety and depression.

Sense of entitlement: Children who have always had their social, academic, and athletic lives adjusted by their parents can become accustomed to always having their way and thus they develop a sense of entitlement.

Undeveloped life skills: Parents who always tie shoes, clear plates, pack lunches, launder clothes, and monitor school progress -even after children are mentally and physically capable of doing the task-prevent them from mastering these skills themselves.

How to Avoid Helicopter Parenting

So how can a parent care for their children without inhibiting their ability to learn important life skills? Dr. Gilboa offers this advice: "As parents, we have a very difficult job. We need to keep one eye on our children now- their stressors, strengths, emotions -and one eye on the adults we are trying to raise. Getting them from here to there involves some suffering, for our kids as well as for us."

In practical terms, this means letting children struggle, allowing them to be disappointed, helping them to work through failure. It means letting your children do the tasks that they're physically and mentally capable of doing. As Dr. Gilboa says, "Remembering to look for opportunities to take one step back from solving our child's problems will help us build the resilient, self-confident kids we need."

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The term "helicopter parent" was first used in Dr. Haim Ginott's 1969 book Parents & Teenagers by teens who said their parents would hover over them like a helicopter. It became popular enough to become a dictionary entry in 2011. Similar terms include "lawnmower parenting," "cosseting parent," or "bulldoze parenting."

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Zákaz mobilů? - iVysílání | Česká televize

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Mobily na školách – ano, nebo ne? Hledání rovnováhy mezi svobodou, důvěrou a zodpovědností.

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Mobil je pro děti nekonečný zdroj zábavy. Samy si s tím neporadí, odpovědnost jim musíme předat postupně, říká psychiatrička

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Psychiatrička Zuzana Matzová a její kolegové vydali materiál o tom, jak zdravě používat digitální média. Mimo jiné v něm zmiňují, že by děti do svých tří let neměly přicházet do kontaktu s obrazovkou a do svých devíti by neměly mít vlastní telefon ani přístup k internetu. V rozhovoru popisuje, jak tato doporučení zavést do praxe a proč jsou…