Background to the Research

• The School of Education, University of Ulster has secured joint funding from the University Outreach Access Fund and an external donor to undertake a two-year project to explore self-esteem in young children. For the purposes of the project, self-esteem is defined in the context of the revised curriculum to include confidence, awareness of, and respect for, self and others.
• The project, entitled Sparking the Imagination, is developed around the theme People Who Help Us. It is intended to complement the Learning Area Personal Development and Mutual Understanding in the revised curriculum. At Foundation Stage, this includes particular emphasis on the development of personal, social and emotional skills in children through opportunities to engage in a range of worthwhile challenging, relevant and enjoyable learning experiences.
  

Research Approach

• The project is being implemented with Year 1 pupils in three primary schools in East Belfast, which are located in communities identified as socio-economically disadvantaged areas. The project comprises a range of interactive, creative activities designed to offer children, teachers and parents alternative teaching and learning experiences within the framework of the revised curriculum. The activities, each spanning 12 weeks are led by external specialists. So far, these have included: A Memorable Starting School Experience; Art and Creativity; Physical Development and Movement; and Music. It is planned that the second year of the programme will have a Language and Literacy focus. It is hoped that following initial access to innovative teaching and learning experiences, training and resources, Sparking the Imagination will become embedded within the schools and will be sustained beyond the duration of the project.
• The impact of the project has been measured using various techniques. These have included self esteem indicators, semi-structured interviews and pupil observations. This short report presents preliminary findings of the project.
  

Main Findings

• The introduction of the project has been viewed positively. The opportunity to nurture self-esteem amongst pupils through innovative teaching and learning approaches in interactive classrooms was welcomed by everyone involved.
• Preliminary findings suggested that approximately one fifth of the pupils were perceived by teachers to have vulnerable or low self-esteem, with a higher proportion of boys than girls. As yet, it is too early to view these figures as conclusive.
• There have been perceived changes in pupils' behaviour over the duration of the project. Most notably, these have included improvements in confidence, ability to listen, to follow instructions and to work collaboratively.
• The participation of parents/guardians has been a valuable and worthwhile exercise. In particular, teachers welcomed the opportunity to establish positive relationships between home and school.
• Parents/guardians have welcomed the opportunity to spend time in the classroom environment, to become more familiar with the revised curriculum and to be more actively involved in their child's education.
• Teachers have emphasised the value of creative, less traditional approaches and considered these had invigorated their own classroom planning and practice.
• Principals, teachers and parents described the project as an opportunity for children to move beyond the poverty circle. Its potential benefits included the positive motivation of children beyond perceived standards of achievement often associated with more disadvantaged areas.