{"id":221,"date":"2021-07-23T22:18:37","date_gmt":"2021-07-23T22:18:37","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=221"},"modified":"2021-07-23T22:18:38","modified_gmt":"2021-07-23T22:18:38","slug":"6-8-identity-and-emotional-literacy-synthesis","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/6-8-identity-and-emotional-literacy-synthesis\/","title":{"rendered":"6.8 Identity and emotional literacy (synthesis)"},"content":{"raw":"

February 2021<\/h3>\r\n
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We are nothing without a sense of self; and we begin this process of figuring ourselves out by first discovering<\/span><\/span>\u00a0<\/span><\/span>how we feel about things. Being able to translate<\/span><\/span>\u00a0<\/span><\/span>how we feel into opinions and ideas that we can share is<\/span><\/span>\u00a0<\/span><\/span>an exceedingly<\/span><\/span>\u00a0<\/span><\/span>important<\/span><\/span>\u00a0<\/span><\/span>life skill.<\/span><\/span>\u00a0<\/span><\/span>The shift<\/span><\/span>\u00a0<\/span><\/span>from egocentrism<\/span><\/span>\u00a0<\/span><\/span>during early adolescence<\/span><\/span>\u00a0<\/span><\/span>to<\/span><\/span>\u00a0<\/span><\/span>developing empathy<\/span><\/span>\u00a0<\/span><\/span>and<\/span><\/span>\u00a0<\/span><\/span>perspective are a direct result<\/span><\/span>\u00a0<\/span><\/span>to<\/span><\/span>\u00a0<\/span><\/span>having a rudimentary<\/span><\/span>\u00a0<\/span><\/span>ability to process emotions.<\/span><\/span>\u00a0<\/span><\/span>Teaching emotional literacy has been<\/span><\/span>\u00a0<\/span><\/span>thoroughly<\/span><\/span>\u00a0<\/span><\/span>researched and<\/span><\/span>\u00a0<\/span><\/span>is best<\/span><\/span>\u00a0<\/span><\/span>learned through<\/span><\/span>\u00a0<\/span><\/span>support from parental figures and<\/span><\/span>\u00a0<\/span><\/span>when it is<\/span><\/span>\u00a0<\/span><\/span>actively taught in schools.<\/span><\/span>\u00a0<\/span><\/span>In previous generations,<\/span><\/span>\u00a0<\/span><\/span>fiscal<\/span><\/span>\u00a0<\/span><\/span>support has been the<\/span><\/span>\u00a0<\/span><\/span>primary method of care<\/span><\/span>\u00a0<\/span><\/span>and now in recent generations<\/span><\/span>\u00a0<\/span><\/span>emotional support has become more of a priority.<\/span><\/span>\u00a0<\/span><\/span>Due to this new prioritization,<\/span><\/span>\u00a0<\/span><\/span>schools have incorporated programs across the country<\/span><\/span>\u00a0<\/span><\/span>that<\/span><\/span>\u00a0<\/span><\/span>are designed to<\/span><\/span>\u00a0<\/span><\/span>encourage children to express themselves.<\/span><\/span>\u00a0<\/span><\/span>Finding your own identity during adolescence is imperative to development and directly stems from emotional literacy.<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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But what is emotional literacy?<\/span><\/span>\u00a0<\/span><\/span>To answer this question a broader question needs to be posed first.<\/span><\/span>\u00a0<\/span><\/span>\u201cWhat is Literacy?\u201d by<\/span><\/span>\u00a0<\/span><\/span>James Paul Gee<\/span><\/span>\u00a0<\/span><\/span>provides an answer.<\/span><\/span>\u00a0<\/span><\/span>Gee explains<\/span><\/span>\u00a0<\/span><\/span>literacy as<\/span><\/span>\u00a0<\/span><\/span>discourses<\/span><\/span>\u00a0<\/span><\/span>and identity kits.<\/span><\/span>\u00a0<\/span><\/span>(Gee<\/span><\/span>\u00a0<\/span><\/span>1)<\/span><\/span>\u00a0<\/span><\/span>\u201cThink of a discourse as an \"identity kit\" which comes complete with the appropriate costume and instructions on how to act and talk<\/span><\/span>\u00a0<\/span><\/span>so as to<\/span><\/span>\u00a0<\/span><\/span>take on a particular role that others will recognize.\u201d<\/span><\/span>\u00a0<\/span><\/span>(Gee<\/span><\/span>\u00a0<\/span><\/span>1)<\/span><\/span>\u00a0<\/span><\/span>He<\/span><\/span>\u00a0<\/span><\/span>then goes further in depth<\/span><\/span>\u00a0<\/span><\/span>to explain how these discourses and identity kits are acquired.<\/span><\/span>\u00a0<\/span><\/span>The two main methods for attaining an identity kit are learning and<\/span><\/span>\u00a0<\/span><\/span>acquisition; learning is defined<\/span><\/span>\u00a0<\/span><\/span>as \u201c\u2026conscious knowledge<\/span><\/span>\u00a0<\/span><\/span>gained through<\/span><\/span>\u00a0<\/span><\/span>teaching \u2026 involves explanation and analysis, that is, breaking down the thing to be learned into its analytic<\/span><\/span>\u00a0<\/span><\/span>parts.\u201d<\/span><\/span>\u00a0<\/span><\/span>(Gee<\/span><\/span>\u00a0<\/span><\/span>3)<\/span><\/span>\u00a0<\/span><\/span>Acquisition is defined as<\/span><\/span>\u00a0<\/span><\/span>\u201c\u2026acquiring something subconsciously by exposure to models and a process of trial and error, without a process of formal teaching.\u201d (Gee 3)<\/span><\/span>\u00a0<\/span><\/span>The final aspect of Gee\u2019s<\/span><\/span>\u00a0<\/span><\/span>theory of Literacy is when the identity kit was acquired.<\/span><\/span>\u00a0<\/span><\/span>The options<\/span><\/span>\u00a0<\/span><\/span>for that<\/span><\/span>\u00a0<\/span><\/span>are<\/span><\/span>\u00a0<\/span><\/span>primary discourses:<\/span><\/span>\u00a0<\/span><\/span>what you learn from family that comes naturally,<\/span><\/span>\u00a0<\/span><\/span>and<\/span><\/span>\u00a0<\/span><\/span>secondary discourses:<\/span><\/span>\u00a0<\/span><\/span>the things we learn outside of our homes and families. (Gee<\/span><\/span>\u00a0<\/span><\/span>4-5)<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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\u00a0<\/span><\/p>\r\n\r\n<\/div>\r\n

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Teaching emotional literacy<\/span><\/span>\u00a0<\/span><\/span>is most beneficial<\/span><\/span>\u00a0<\/span><\/span>at an early age<\/span><\/span>\u00a0<\/span><\/span>that way their transition away from egocentrism<\/span><\/span>\u00a0<\/span><\/span>to becoming aware<\/span><\/span>\u00a0<\/span><\/span>of other people and their<\/span><\/span>\u00a0<\/span><\/span>perspective<\/span><\/span>\u00a0<\/span><\/span>is<\/span><\/span>\u00a0<\/span><\/span>smooth.<\/span><\/span>\u00a0<\/span><\/span>However, it is just as important<\/span><\/span>\u00a0<\/span><\/span>to<\/span><\/span>\u00a0<\/span><\/span>acquire an emotional literacy identity kit through<\/span><\/span>\u00a0<\/span><\/span>acquisition<\/span><\/span>\u00a0<\/span><\/span>as<\/span><\/span>\u00a0<\/span><\/span>it is through<\/span><\/span>\u00a0<\/span><\/span>learning.<\/span><\/span>\u00a0<\/span><\/span>I would also argue that for a child to have<\/span><\/span>\u00a0<\/span><\/span>a<\/span><\/span>\u00a0<\/span><\/span>true understanding and to have the best possible<\/span><\/span>\u00a0<\/span><\/span>application of emotional literacy in their future, the identity kit should be both primary and secondary.<\/span><\/span>\u00a0<\/span><\/span>Having<\/span><\/span>\u00a0<\/span><\/span>a<\/span><\/span>\u00a0<\/span><\/span>positive role model in a child\u2019s life aids the foundation of emotional<\/span><\/span>\u00a0<\/span><\/span>competency;<\/span><\/span>\u00a0<\/span><\/span>this<\/span><\/span>\u00a0<\/span><\/span>would mean that the child would have<\/span><\/span>\u00a0<\/span><\/span>attained the identity kit<\/span><\/span>\u00a0<\/span><\/span>through acquisition as a primary discourse. However, studies have shown that while<\/span><\/span>\u00a0<\/span><\/span>support from home is one of the most important things in a child\u2019s life, being taught the same emotional skills from a school program is comparable.<\/span><\/span>\u00a0<\/span><\/span>When<\/span><\/span>\u00a0<\/span><\/span>both of these<\/span><\/span>\u00a0<\/span><\/span>experiences are present in a child\u2019s life, they are best prepared<\/span><\/span>\u00a0<\/span><\/span>to process big emotions<\/span><\/span>\u00a0<\/span><\/span>that will<\/span><\/span>\u00a0<\/span><\/span>prevent harmful behavior in the future due to trauma.<\/span><\/span>\u00a0<\/span><\/span>When a child learns from an early age how to process how they feel, they<\/span><\/span>\u00a0<\/span><\/span>are able to<\/span><\/span>\u00a0<\/span><\/span>further express themselves<\/span><\/span>\u00a0<\/span><\/span>and handle tough situations in the future.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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I am a preschool music teacher and<\/span><\/span>\u00a0<\/span><\/span>I<\/span><\/span>\u00a0<\/span><\/span>very specifically<\/span><\/span>\u00a0<\/span><\/span>teach<\/span><\/span>\u00a0<\/span><\/span>the children<\/span><\/span>\u00a0<\/span><\/span>about their<\/span><\/span>\u00a0<\/span><\/span>emotions.<\/span><\/span>\u00a0<\/span><\/span>I make it a point to<\/span><\/span>\u00a0<\/span><\/span>not only ask but to<\/span><\/span>\u00a0<\/span><\/span>help<\/span><\/span>\u00a0<\/span><\/span>and teach<\/span><\/span>\u00a0<\/span><\/span>them<\/span><\/span>\u00a0<\/span><\/span>express<\/span><\/span>\u00a0<\/span><\/span>how they feel.<\/span><\/span>\u00a0<\/span><\/span>My work does not have any sort of<\/span><\/span>\u00a0<\/span><\/span>program designed to help the children with emotional literacy and expressing themselves. Due to this, I have taken it upon myself to best prepare my students<\/span><\/span>\u00a0<\/span><\/span>by<\/span><\/span>\u00a0<\/span><\/span>making sure they feel heard and worthy. I do this through<\/span><\/span>\u00a0<\/span><\/span>my<\/span><\/span>\u00a0<\/span><\/span>music<\/span><\/span>\u00a0<\/span><\/span>classes<\/span><\/span>\u00a0<\/span><\/span>because art and music are a wonderful way of<\/span><\/span>\u00a0<\/span><\/span>self-expression<\/span><\/span>\u00a0<\/span><\/span>and are<\/span><\/span>\u00a0<\/span><\/span>a catalyst<\/span><\/span>\u00a0<\/span><\/span>for developing<\/span><\/span>\u00a0<\/span><\/span>your own identity.<\/span><\/span>\u00a0<\/span><\/span>Though<\/span><\/span>\u00a0<\/span><\/span>music<\/span><\/span>\u00a0<\/span><\/span>can assist emotional growth in children,<\/span><\/span>\u00a0<\/span><\/span>the first step is incorporating<\/span><\/span>\u00a0<\/span><\/span>school programs and<\/span><\/span>\u00a0<\/span><\/span>making<\/span><\/span>\u00a0<\/span><\/span>access to<\/span><\/span>\u00a0<\/span><\/span>school counselors<\/span><\/span>\u00a0<\/span><\/span>readily available.\u00a0\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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\u201cPromoting<\/span><\/span>\u00a0<\/span><\/span>Social and Emotional<\/span><\/span>\u00a0<\/span><\/span>Competencies in Elementary School\u201d<\/span><\/span>\u00a0<\/span><\/span>by<\/span><\/span>\u00a0<\/span><\/span>Stephanie M. Jones, Sophie P. Barnes, Rebecca Bailey, and Emily J. Doolittle<\/span><\/span>\u00a0<\/span><\/span>is about SEL (social and emotional learning)<\/span><\/span>\u00a0<\/span><\/span>and how<\/span><\/span>\u00a0<\/span><\/span>incorporating<\/span><\/span>\u00a0<\/span><\/span>these<\/span><\/span>\u00a0<\/span><\/span>practices<\/span><\/span>\u00a0<\/span><\/span>into elementary schools<\/span><\/span>\u00a0<\/span><\/span>are extremely beneficial for children.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M.<\/span><\/span>\u00a0<\/span><\/span>et. al.<\/span><\/span>\u00a0<\/span><\/span>49)<\/span><\/span>\u00a0<\/span><\/span>This creates a better learning environment that is better tailored<\/span><\/span>\u00a0<\/span><\/span>learning experience and<\/span><\/span>\u00a0<\/span><\/span>more effectively<\/span><\/span>\u00a0<\/span><\/span>teaches children problem solving<\/span><\/span>\u00a0<\/span><\/span>skills.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et. al.<\/span><\/span>\u00a0<\/span><\/span>50)<\/span><\/span>\u00a0<\/span><\/span>This creates a domino effect<\/span><\/span>\u00a0<\/span><\/span>that allows children to be better prepared for problems that might occur in their lives and be able to handle them properly without being destructive.<\/span><\/span>\u00a0<\/span><\/span>The article divided the children into two groups; the first<\/span><\/span>\u00a0<\/span><\/span>was long term benefits<\/span><\/span>\u00a0<\/span><\/span>and results<\/span><\/span>\u00a0<\/span><\/span>in the following categories: cognitive, emotional, social, behavioral, and academic, and the second group<\/span><\/span>\u00a0<\/span><\/span>was<\/span><\/span>\u00a0<\/span><\/span>the<\/span><\/span>\u00a0<\/span><\/span>same benefits but in<\/span><\/span>\u00a0<\/span><\/span>short<\/span><\/span>\u00a0<\/span><\/span>term.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et.<\/span><\/span>\u00a0<\/span><\/span>al.<\/span><\/span>\u00a0<\/span><\/span>51)<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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The<\/span><\/span>\u00a0<\/span><\/span>study was broken into the setting, SEL<\/span><\/span>\u00a0<\/span><\/span>program targets, program components (which<\/span><\/span>\u00a0<\/span><\/span>includes<\/span><\/span>\u00a0<\/span><\/span>teacher and parent training), and<\/span><\/span>\u00a0<\/span><\/span>the outcome.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et.<\/span><\/span>\u00a0<\/span><\/span>al.<\/span><\/span>\u00a0<\/span><\/span>54)<\/span><\/span>\u00a0<\/span><\/span>This study reviewed<\/span><\/span>\u00a0<\/span><\/span>11 programs that are already implemented in schools to<\/span><\/span>\u00a0<\/span><\/span>find which one is the best<\/span><\/span>\u00a0<\/span><\/span>in the following categories:<\/span><\/span>\u00a0<\/span><\/span>cognitive, social, emotional, academic, and behavioral.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et.<\/span><\/span>\u00a0<\/span><\/span>al.<\/span><\/span>\u00a0<\/span><\/span>54)<\/span><\/span>\u00a0<\/span><\/span>The setting<\/span><\/span>\u00a0<\/span><\/span>is about where the program was implemented.<\/span><\/span>\u00a0<\/span><\/span>This could be in an entire school, in just a<\/span><\/span>\u00a0<\/span><\/span>classroom, or it<\/span><\/span>\u00a0<\/span><\/span>can<\/span><\/span>\u00a0<\/span><\/span>be an individual student.<\/span><\/span>\u00a0<\/span><\/span>SEL program target<\/span><\/span>\u00a0<\/span><\/span>establishes which school program focuses on and can evaluate its strong and weak points.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et.<\/span><\/span>\u00a0<\/span><\/span>al.<\/span><\/span>\u00a0<\/span><\/span>55)<\/span><\/span>\u00a0<\/span><\/span>Program components<\/span><\/span>\u00a0<\/span><\/span>include<\/span><\/span>\u00a0<\/span><\/span>how much time<\/span><\/span>\u00a0<\/span><\/span>would be spent implementing<\/span><\/span>\u00a0<\/span><\/span>said programs into the school<\/span><\/span>\u00a0<\/span><\/span>and<\/span><\/span>\u00a0<\/span><\/span>coaching for teachers, staff, and parents.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et. al.<\/span><\/span>\u00a0<\/span><\/span>55)<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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The results of this study showed<\/span><\/span>\u00a0<\/span><\/span>the program<\/span><\/span>\u00a0<\/span><\/span>SecondStep<\/span><\/span>\u00a0<\/span><\/span>was the best<\/span><\/span>\u00a0<\/span><\/span>for schools because it scored well in<\/span><\/span>\u00a0<\/span><\/span>all of<\/span><\/span>\u00a0<\/span><\/span>the categories. Children were<\/span><\/span>\u00a0<\/span><\/span>found to be more mindful,<\/span><\/span>\u00a0<\/span><\/span>use the emotional literacy skills they had learned,<\/span><\/span>\u00a0<\/span><\/span>better life satisfaction, and<\/span><\/span>\u00a0<\/span><\/span>a positive effect on managing emotions.<\/span><\/span>\u00a0<\/span><\/span>(Stephanie M. et. al.<\/span><\/span>\u00a0<\/span><\/span>60)<\/span><\/span>\u00a0<\/span><\/span>This was the best program of the 11 because<\/span><\/span>\u00a0<\/span><\/span>of the repetition in the classrooms and<\/span><\/span>\u00a0<\/span><\/span>the evaluation of the students.<\/span><\/span>\u00a0<\/span><\/span>When I was in elementary school,<\/span><\/span>\u00a0<\/span><\/span>SecondStep<\/span><\/span>\u00a0<\/span><\/span>was a program that I was involved in. From second to fifth grade,<\/span><\/span>\u00a0<\/span><\/span>we began every<\/span><\/span>\u00a0<\/span><\/span>day by saying<\/span><\/span>\u00a0<\/span><\/span>the seven<\/span><\/span>\u00a0<\/span><\/span>healthy habits<\/span><\/span>\u00a0<\/span><\/span>and doing the hand motions with them.<\/span><\/span>\u00a0<\/span><\/span>I believe that the<\/span><\/span>\u00a0<\/span><\/span>repetition<\/span><\/span>\u00a0<\/span><\/span>in the classroom was a great catalyst<\/span><\/span>\u00a0<\/span><\/span>to<\/span><\/span>\u00a0<\/span><\/span>me wanting to be a therapist.<\/span><\/span>\u00a0<\/span><\/span>This is also why I stress creating a positive learning environment<\/span><\/span>\u00a0<\/span><\/span>for my own students. I had such an exceedingly beneficial<\/span><\/span>\u00a0<\/span><\/span>experience,<\/span><\/span>\u00a0<\/span><\/span>and I will do everything I can to<\/span><\/span>\u00a0<\/span><\/span>not only provide that foundation to my students but also be a positive role model.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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\u201cLearning, Selfhood, and Pragmatic Identity Theory: Towards a Practical and Comprehensive Framework of Identity Development in Education\u201d<\/span><\/span>\u00a0<\/span><\/span>by Joseph Levitan and Davin<\/span><\/span>\u00a0<\/span><\/span>Carr-Chellman<\/span><\/span>\u00a0<\/span><\/span>is<\/span><\/span>\u00a0<\/span><\/span>an essay discussing<\/span><\/span>\u00a0<\/span><\/span>two<\/span><\/span>\u00a0<\/span><\/span>theories<\/span><\/span>\u00a0<\/span><\/span>of how to best develop a sense of self<\/span><\/span>\u00a0<\/span><\/span>and an awareness of others.<\/span><\/span>\u00a0<\/span><\/span>This essay<\/span><\/span>\u00a0<\/span><\/span>reviews<\/span><\/span>\u00a0<\/span><\/span>American<\/span><\/span>\u00a0<\/span><\/span>Pragmatists\u2019 philosophies<\/span><\/span>\u00a0<\/span><\/span>with the development of<\/span><\/span>\u00a0<\/span><\/span>identity,<\/span><\/span>\u00a0<\/span><\/span>specifically in an educational setting.<\/span><\/span>\u00a0<\/span><\/span>The second theory is<\/span><\/span>\u00a0<\/span><\/span>the Pragmatic Identity Theory<\/span><\/span>\u00a0<\/span><\/span>which provides a better explanation to execute<\/span><\/span>\u00a0<\/span><\/span>both theories into common practice. (Davin<\/span><\/span>\u00a0<\/span><\/span>Carr-Chellman and Joseph Levitan<\/span><\/span>\u00a0<\/span><\/span>140)<\/span><\/span>\u00a0<\/span><\/span>American Pragmatist Theory is specifically directed at the children and their learning and awareness abilities while<\/span><\/span>\u00a0<\/span><\/span>Pragmatic Identity Theory<\/span><\/span>\u00a0<\/span><\/span>goes over how the teachers, students, and parents all play vital roles in<\/span><\/span>\u00a0<\/span><\/span>a positive learning environment.<\/span><\/span>\u00a0<\/span><\/span>(Davin<\/span><\/span>\u00a0<\/span><\/span>Carr-Chellman and Joseph Levitan<\/span><\/span>\u00a0<\/span><\/span>141)<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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The Pragmatists philosophies<\/span><\/span>\u00a0<\/span><\/span>explain that<\/span><\/span>\u00a0<\/span><\/span>developing a sense of self is an ongoing process of<\/span><\/span>\u00a0<\/span><\/span>awareness, knowledge, and social interactions.<\/span><\/span>\u00a0<\/span><\/span>\u201cAmerican Pragmatists\u2019 fundamental insight is the experiential nature of awareness and cognition\u2014that knowledge and identity are<\/span><\/span>\u00a0<\/span><\/span>developed through interaction, and are contingent, relational, and in constant process.\u201d<\/span><\/span>\u00a0<\/span><\/span>(Davin<\/span><\/span>\u00a0<\/span><\/span>Carr-Chellman and Joseph Levitan<\/span><\/span>\u00a0<\/span><\/span>144)<\/span><\/span>\u00a0<\/span><\/span>This philosophy points out that the idea of forming your own identity this way is both a social and personal construct.<\/span><\/span>\u00a0<\/span><\/span>Identity<\/span><\/span>\u00a0<\/span><\/span>that encompasses a person as one thing<\/span><\/span>\u00a0<\/span><\/span>can<\/span><\/span>\u00a0<\/span><\/span>pigeonhole<\/span><\/span>\u00a0<\/span><\/span>a person<\/span><\/span>\u00a0<\/span><\/span>but, in reality, is<\/span><\/span>\u00a0<\/span><\/span>the combination of every facet of a person and their actions and opinions.<\/span><\/span>\u00a0<\/span><\/span>\u201cIdentity, then, is an umbrella term that describes the conglomeration of self-concepts that are constructed, negotiated, and imposed.\u201d<\/span><\/span>\u00a0<\/span><\/span>(Davin<\/span><\/span>\u00a0<\/span><\/span>Carr-Chellman and Joseph Levitan<\/span><\/span>\u00a0<\/span><\/span>150)\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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The results of this<\/span><\/span>\u00a0<\/span><\/span>theory<\/span><\/span>\u00a0<\/span><\/span>relate to<\/span><\/span>\u00a0<\/span><\/span>the concept of teaching<\/span><\/span>\u00a0<\/span><\/span>emotional literacy<\/span><\/span>\u00a0<\/span><\/span>by going into depth with the ideas of positive learning environments<\/span><\/span>\u00a0<\/span><\/span>and guiding students to form their own identity.<\/span><\/span>\u00a0<\/span><\/span>We cannot expect children to learn and mature if they do not feel safe and heard.<\/span><\/span>\u00a0<\/span><\/span>Having a strong sense of self as a child leads to confident adults<\/span><\/span>\u00a0<\/span><\/span>that are properly equipped<\/span><\/span>\u00a0<\/span><\/span>for life.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Gee explains what literacy is<\/span><\/span>\u00a0<\/span><\/span>and provides broad explanations as to where different discourses can be attained.<\/span><\/span>\u00a0<\/span><\/span>This<\/span><\/span>\u00a0<\/span><\/span>provides background information that can<\/span><\/span>\u00a0<\/span><\/span>further the definition<\/span><\/span>\u00a0<\/span><\/span>of<\/span><\/span>\u00a0<\/span><\/span>what<\/span><\/span>\u00a0<\/span><\/span>emotional literacy<\/span><\/span>\u00a0<\/span><\/span>is and what it can be.<\/span><\/span>\u00a0<\/span><\/span>\u201cPromoting Social and Emotional<\/span><\/span>\u00a0<\/span><\/span>Competencies in Elementary School\u201d<\/span><\/span>\u00a0<\/span><\/span>found<\/span><\/span>\u00a0<\/span><\/span>the best program to incorporate within schools that provides training for students, teachers, and parents.<\/span><\/span>\u00a0<\/span><\/span>This study<\/span><\/span>\u00a0<\/span><\/span>shows<\/span><\/span>\u00a0<\/span><\/span>why<\/span><\/span>\u00a0<\/span><\/span>emotional literacy<\/span><\/span>\u00a0<\/span><\/span>should be included in schools.<\/span><\/span>\u00a0<\/span><\/span>\u201cLearning,<\/span><\/span>\u00a0<\/span><\/span>Selfhood, and Pragmatic Identity Theory: Towards a Practical and Comprehensive Framework of Identity Development in Education\u201d<\/span><\/span>\u00a0<\/span><\/span>is an essay that analyzes Pragmatists\u2019 theories about identity<\/span><\/span>\u00a0<\/span><\/span>in a classroom setting<\/span><\/span>\u00a0<\/span><\/span>and<\/span><\/span>\u00a0<\/span><\/span>how that impacts development. This essay shows how<\/span><\/span>\u00a0<\/span><\/span>best<\/span><\/span>\u00a0<\/span><\/span>to<\/span><\/span>\u00a0<\/span><\/span>teach children to think for themselves and while they learn their own emotions and<\/span><\/span>\u00a0<\/span><\/span>feeling, they will also be<\/span><\/span>\u00a0<\/span><\/span>forming<\/span><\/span>\u00a0<\/span><\/span>a sense of self.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Emotional literacy encompasses so many things and when<\/span><\/span>\u00a0<\/span><\/span>children are<\/span><\/span>\u00a0<\/span><\/span>taught<\/span><\/span>\u00a0<\/span><\/span>how to express themselves both<\/span><\/span>\u00a0<\/span><\/span>at home and in a school setting, they<\/span><\/span>\u00a0<\/span><\/span>are able to<\/span><\/span>\u00a0<\/span><\/span>better form a sense of<\/span><\/span>\u00a0<\/span><\/span>self. Figuring out who you are, especially as a child, is no easy task, but<\/span><\/span>\u00a0<\/span><\/span>the process becomes much easier when the child can process their emotions well. Identity comes from your opinions and how you feel. When a person cannot translate their emotions into<\/span><\/span>\u00a0<\/span><\/span>thoughts, it hinders development.<\/span><\/span>\u00a0<\/span><\/span>That is why it is important to teach<\/span><\/span>\u00a0<\/span><\/span>emotional literacy<\/span><\/span>\u00a0<\/span><\/span>in schools because<\/span><\/span>\u00a0<\/span><\/span>finding your own identity<\/span><\/span>\u00a0<\/span><\/span>through emotional literacy<\/span><\/span>\u00a0<\/span><\/span>during adolescence is imperative to development.<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Works Cited<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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James Paul Gee. \u201cWhat is Literacy?\u201d The Journal of Education at Boston University, Vol. 171,<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>no. 1, 1989, pp. 1-8.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Jones, Stephanie M., et al. \u201cPromoting Social and Emotional Competencies in Elementary<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>School.\u201d The Future of Children, vol. 27, no. 1, 2017, pp. 49\u201372. JSTOR,<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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www.jstor.org\/stable\/44219021. Accessed 25 Feb. 2021.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

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Levitan,<\/span><\/span>\u00a0<\/span><\/span>Joseph, and<\/span><\/span>\u00a0<\/span><\/span>Davin<\/span><\/span>\u00a0<\/span><\/span>Carr-Chellman. \u201clearning, Selfhood, and Pragmatic Identity Theory:<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>Towards a Practical and Comprehensive Framework of Identity Development in<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>Education.\u201d The Journal of Educational Thought (JET) \/ Revue De La Pens\u00e9e<\/span><\/span>\u00a0<\/span><\/span>\u00c9ducative<\/span><\/span>,<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>vol. 51, no. 2, 2018, pp. 140\u2013161. JSTOR, www.jstor.org\/stable\/26873061. Accessed 25<\/span><\/span>\u00a0<\/span><\/span> <\/span><\/span>Feb. 2021<\/span>.<\/span>\u00a0<\/span><\/span><\/p>\r\n\r\n<\/div>","rendered":"

February 2021<\/h3>\n
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We are nothing without a sense of self; and we begin this process of figuring ourselves out by first discovering<\/span>\u00a0<\/span>how we feel about things. Being able to translate<\/span>\u00a0<\/span>how we feel into opinions and ideas that we can share is<\/span>\u00a0<\/span>an exceedingly<\/span>\u00a0<\/span>important<\/span>\u00a0<\/span>life skill.<\/span>\u00a0<\/span>The shift<\/span>\u00a0<\/span>from egocentrism<\/span>\u00a0<\/span>during early adolescence<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>developing empathy<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>perspective are a direct result<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>having a rudimentary<\/span>\u00a0<\/span>ability to process emotions.<\/span>\u00a0<\/span>Teaching emotional literacy has been<\/span>\u00a0<\/span>thoroughly<\/span>\u00a0<\/span>researched and<\/span>\u00a0<\/span>is best<\/span>\u00a0<\/span>learned through<\/span>\u00a0<\/span>support from parental figures and<\/span>\u00a0<\/span>when it is<\/span>\u00a0<\/span>actively taught in schools.<\/span>\u00a0<\/span>In previous generations,<\/span>\u00a0<\/span>fiscal<\/span>\u00a0<\/span>support has been the<\/span>\u00a0<\/span>primary method of care<\/span>\u00a0<\/span>and now in recent generations<\/span>\u00a0<\/span>emotional support has become more of a priority.<\/span>\u00a0<\/span>Due to this new prioritization,<\/span>\u00a0<\/span>schools have incorporated programs across the country<\/span>\u00a0<\/span>that<\/span>\u00a0<\/span>are designed to<\/span>\u00a0<\/span>encourage children to express themselves.<\/span>\u00a0<\/span>Finding your own identity during adolescence is imperative to development and directly stems from emotional literacy.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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But what is emotional literacy?<\/span>\u00a0<\/span>To answer this question a broader question needs to be posed first.<\/span>\u00a0<\/span>\u201cWhat is Literacy?\u201d by<\/span>\u00a0<\/span>James Paul Gee<\/span>\u00a0<\/span>provides an answer.<\/span>\u00a0<\/span>Gee explains<\/span>\u00a0<\/span>literacy as<\/span>\u00a0<\/span>discourses<\/span>\u00a0<\/span>and identity kits.<\/span>\u00a0<\/span>(Gee<\/span>\u00a0<\/span>1)<\/span>\u00a0<\/span>\u201cThink of a discourse as an “identity kit” which comes complete with the appropriate costume and instructions on how to act and talk<\/span>\u00a0<\/span>so as to<\/span>\u00a0<\/span>take on a particular role that others will recognize.\u201d<\/span>\u00a0<\/span>(Gee<\/span>\u00a0<\/span>1)<\/span>\u00a0<\/span>He<\/span>\u00a0<\/span>then goes further in depth<\/span>\u00a0<\/span>to explain how these discourses and identity kits are acquired.<\/span>\u00a0<\/span>The two main methods for attaining an identity kit are learning and<\/span>\u00a0<\/span>acquisition; learning is defined<\/span>\u00a0<\/span>as \u201c\u2026conscious knowledge<\/span>\u00a0<\/span>gained through<\/span>\u00a0<\/span>teaching \u2026 involves explanation and analysis, that is, breaking down the thing to be learned into its analytic<\/span>\u00a0<\/span>parts.\u201d<\/span>\u00a0<\/span>(Gee<\/span>\u00a0<\/span>3)<\/span>\u00a0<\/span>Acquisition is defined as<\/span>\u00a0<\/span>\u201c\u2026acquiring something subconsciously by exposure to models and a process of trial and error, without a process of formal teaching.\u201d (Gee 3)<\/span>\u00a0<\/span>The final aspect of Gee\u2019s<\/span>\u00a0<\/span>theory of Literacy is when the identity kit was acquired.<\/span>\u00a0<\/span>The options<\/span>\u00a0<\/span>for that<\/span>\u00a0<\/span>are<\/span>\u00a0<\/span>primary discourses:<\/span>\u00a0<\/span>what you learn from family that comes naturally,<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>secondary discourses:<\/span>\u00a0<\/span>the things we learn outside of our homes and families. (Gee<\/span>\u00a0<\/span>4-5)<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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\u00a0<\/p>\n<\/div>\n

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Teaching emotional literacy<\/span>\u00a0<\/span>is most beneficial<\/span>\u00a0<\/span>at an early age<\/span>\u00a0<\/span>that way their transition away from egocentrism<\/span>\u00a0<\/span>to becoming aware<\/span>\u00a0<\/span>of other people and their<\/span>\u00a0<\/span>perspective<\/span>\u00a0<\/span>is<\/span>\u00a0<\/span>smooth.<\/span>\u00a0<\/span>However, it is just as important<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>acquire an emotional literacy identity kit through<\/span>\u00a0<\/span>acquisition<\/span>\u00a0<\/span>as<\/span>\u00a0<\/span>it is through<\/span>\u00a0<\/span>learning.<\/span>\u00a0<\/span>I would also argue that for a child to have<\/span>\u00a0<\/span>a<\/span>\u00a0<\/span>true understanding and to have the best possible<\/span>\u00a0<\/span>application of emotional literacy in their future, the identity kit should be both primary and secondary.<\/span>\u00a0<\/span>Having<\/span>\u00a0<\/span>a<\/span>\u00a0<\/span>positive role model in a child\u2019s life aids the foundation of emotional<\/span>\u00a0<\/span>competency;<\/span>\u00a0<\/span>this<\/span>\u00a0<\/span>would mean that the child would have<\/span>\u00a0<\/span>attained the identity kit<\/span>\u00a0<\/span>through acquisition as a primary discourse. However, studies have shown that while<\/span>\u00a0<\/span>support from home is one of the most important things in a child\u2019s life, being taught the same emotional skills from a school program is comparable.<\/span>\u00a0<\/span>When<\/span>\u00a0<\/span>both of these<\/span>\u00a0<\/span>experiences are present in a child\u2019s life, they are best prepared<\/span>\u00a0<\/span>to process big emotions<\/span>\u00a0<\/span>that will<\/span>\u00a0<\/span>prevent harmful behavior in the future due to trauma.<\/span>\u00a0<\/span>When a child learns from an early age how to process how they feel, they<\/span>\u00a0<\/span>are able to<\/span>\u00a0<\/span>further express themselves<\/span>\u00a0<\/span>and handle tough situations in the future.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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I am a preschool music teacher and<\/span>\u00a0<\/span>I<\/span>\u00a0<\/span>very specifically<\/span>\u00a0<\/span>teach<\/span>\u00a0<\/span>the children<\/span>\u00a0<\/span>about their<\/span>\u00a0<\/span>emotions.<\/span>\u00a0<\/span>I make it a point to<\/span>\u00a0<\/span>not only ask but to<\/span>\u00a0<\/span>help<\/span>\u00a0<\/span>and teach<\/span>\u00a0<\/span>them<\/span>\u00a0<\/span>express<\/span>\u00a0<\/span>how they feel.<\/span>\u00a0<\/span>My work does not have any sort of<\/span>\u00a0<\/span>program designed to help the children with emotional literacy and expressing themselves. Due to this, I have taken it upon myself to best prepare my students<\/span>\u00a0<\/span>by<\/span>\u00a0<\/span>making sure they feel heard and worthy. I do this through<\/span>\u00a0<\/span>my<\/span>\u00a0<\/span>music<\/span>\u00a0<\/span>classes<\/span>\u00a0<\/span>because art and music are a wonderful way of<\/span>\u00a0<\/span>self-expression<\/span>\u00a0<\/span>and are<\/span>\u00a0<\/span>a catalyst<\/span>\u00a0<\/span>for developing<\/span>\u00a0<\/span>your own identity.<\/span>\u00a0<\/span>Though<\/span>\u00a0<\/span>music<\/span>\u00a0<\/span>can assist emotional growth in children,<\/span>\u00a0<\/span>the first step is incorporating<\/span>\u00a0<\/span>school programs and<\/span>\u00a0<\/span>making<\/span>\u00a0<\/span>access to<\/span>\u00a0<\/span>school counselors<\/span>\u00a0<\/span>readily available.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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\u201cPromoting<\/span>\u00a0<\/span>Social and Emotional<\/span>\u00a0<\/span>Competencies in Elementary School\u201d<\/span>\u00a0<\/span>by<\/span>\u00a0<\/span>Stephanie M. Jones, Sophie P. Barnes, Rebecca Bailey, and Emily J. Doolittle<\/span>\u00a0<\/span>is about SEL (social and emotional learning)<\/span>\u00a0<\/span>and how<\/span>\u00a0<\/span>incorporating<\/span>\u00a0<\/span>these<\/span>\u00a0<\/span>practices<\/span>\u00a0<\/span>into elementary schools<\/span>\u00a0<\/span>are extremely beneficial for children.<\/span>\u00a0<\/span>(Stephanie M.<\/span>\u00a0<\/span>et. al.<\/span>\u00a0<\/span>49)<\/span>\u00a0<\/span>This creates a better learning environment that is better tailored<\/span>\u00a0<\/span>learning experience and<\/span>\u00a0<\/span>more effectively<\/span>\u00a0<\/span>teaches children problem solving<\/span>\u00a0<\/span>skills.<\/span>\u00a0<\/span>(Stephanie M. et. al.<\/span>\u00a0<\/span>50)<\/span>\u00a0<\/span>This creates a domino effect<\/span>\u00a0<\/span>that allows children to be better prepared for problems that might occur in their lives and be able to handle them properly without being destructive.<\/span>\u00a0<\/span>The article divided the children into two groups; the first<\/span>\u00a0<\/span>was long term benefits<\/span>\u00a0<\/span>and results<\/span>\u00a0<\/span>in the following categories: cognitive, emotional, social, behavioral, and academic, and the second group<\/span>\u00a0<\/span>was<\/span>\u00a0<\/span>the<\/span>\u00a0<\/span>same benefits but in<\/span>\u00a0<\/span>short<\/span>\u00a0<\/span>term.<\/span>\u00a0<\/span>(Stephanie M. et.<\/span>\u00a0<\/span>al.<\/span>\u00a0<\/span>51)<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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The<\/span>\u00a0<\/span>study was broken into the setting, SEL<\/span>\u00a0<\/span>program targets, program components (which<\/span>\u00a0<\/span>includes<\/span>\u00a0<\/span>teacher and parent training), and<\/span>\u00a0<\/span>the outcome.<\/span>\u00a0<\/span>(Stephanie M. et.<\/span>\u00a0<\/span>al.<\/span>\u00a0<\/span>54)<\/span>\u00a0<\/span>This study reviewed<\/span>\u00a0<\/span>11 programs that are already implemented in schools to<\/span>\u00a0<\/span>find which one is the best<\/span>\u00a0<\/span>in the following categories:<\/span>\u00a0<\/span>cognitive, social, emotional, academic, and behavioral.<\/span>\u00a0<\/span>(Stephanie M. et.<\/span>\u00a0<\/span>al.<\/span>\u00a0<\/span>54)<\/span>\u00a0<\/span>The setting<\/span>\u00a0<\/span>is about where the program was implemented.<\/span>\u00a0<\/span>This could be in an entire school, in just a<\/span>\u00a0<\/span>classroom, or it<\/span>\u00a0<\/span>can<\/span>\u00a0<\/span>be an individual student.<\/span>\u00a0<\/span>SEL program target<\/span>\u00a0<\/span>establishes which school program focuses on and can evaluate its strong and weak points.<\/span>\u00a0<\/span>(Stephanie M. et.<\/span>\u00a0<\/span>al.<\/span>\u00a0<\/span>55)<\/span>\u00a0<\/span>Program components<\/span>\u00a0<\/span>include<\/span>\u00a0<\/span>how much time<\/span>\u00a0<\/span>would be spent implementing<\/span>\u00a0<\/span>said programs into the school<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>coaching for teachers, staff, and parents.<\/span>\u00a0<\/span>(Stephanie M. et. al.<\/span>\u00a0<\/span>55)<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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The results of this study showed<\/span>\u00a0<\/span>the program<\/span>\u00a0<\/span>SecondStep<\/span>\u00a0<\/span>was the best<\/span>\u00a0<\/span>for schools because it scored well in<\/span>\u00a0<\/span>all of<\/span>\u00a0<\/span>the categories. Children were<\/span>\u00a0<\/span>found to be more mindful,<\/span>\u00a0<\/span>use the emotional literacy skills they had learned,<\/span>\u00a0<\/span>better life satisfaction, and<\/span>\u00a0<\/span>a positive effect on managing emotions.<\/span>\u00a0<\/span>(Stephanie M. et. al.<\/span>\u00a0<\/span>60)<\/span>\u00a0<\/span>This was the best program of the 11 because<\/span>\u00a0<\/span>of the repetition in the classrooms and<\/span>\u00a0<\/span>the evaluation of the students.<\/span>\u00a0<\/span>When I was in elementary school,<\/span>\u00a0<\/span>SecondStep<\/span>\u00a0<\/span>was a program that I was involved in. From second to fifth grade,<\/span>\u00a0<\/span>we began every<\/span>\u00a0<\/span>day by saying<\/span>\u00a0<\/span>the seven<\/span>\u00a0<\/span>healthy habits<\/span>\u00a0<\/span>and doing the hand motions with them.<\/span>\u00a0<\/span>I believe that the<\/span>\u00a0<\/span>repetition<\/span>\u00a0<\/span>in the classroom was a great catalyst<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>me wanting to be a therapist.<\/span>\u00a0<\/span>This is also why I stress creating a positive learning environment<\/span>\u00a0<\/span>for my own students. I had such an exceedingly beneficial<\/span>\u00a0<\/span>experience,<\/span>\u00a0<\/span>and I will do everything I can to<\/span>\u00a0<\/span>not only provide that foundation to my students but also be a positive role model.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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\u201cLearning, Selfhood, and Pragmatic Identity Theory: Towards a Practical and Comprehensive Framework of Identity Development in Education\u201d<\/span>\u00a0<\/span>by Joseph Levitan and Davin<\/span>\u00a0<\/span>Carr-Chellman<\/span>\u00a0<\/span>is<\/span>\u00a0<\/span>an essay discussing<\/span>\u00a0<\/span>two<\/span>\u00a0<\/span>theories<\/span>\u00a0<\/span>of how to best develop a sense of self<\/span>\u00a0<\/span>and an awareness of others.<\/span>\u00a0<\/span>This essay<\/span>\u00a0<\/span>reviews<\/span>\u00a0<\/span>American<\/span>\u00a0<\/span>Pragmatists\u2019 philosophies<\/span>\u00a0<\/span>with the development of<\/span>\u00a0<\/span>identity,<\/span>\u00a0<\/span>specifically in an educational setting.<\/span>\u00a0<\/span>The second theory is<\/span>\u00a0<\/span>the Pragmatic Identity Theory<\/span>\u00a0<\/span>which provides a better explanation to execute<\/span>\u00a0<\/span>both theories into common practice. (Davin<\/span>\u00a0<\/span>Carr-Chellman and Joseph Levitan<\/span>\u00a0<\/span>140)<\/span>\u00a0<\/span>American Pragmatist Theory is specifically directed at the children and their learning and awareness abilities while<\/span>\u00a0<\/span>Pragmatic Identity Theory<\/span>\u00a0<\/span>goes over how the teachers, students, and parents all play vital roles in<\/span>\u00a0<\/span>a positive learning environment.<\/span>\u00a0<\/span>(Davin<\/span>\u00a0<\/span>Carr-Chellman and Joseph Levitan<\/span>\u00a0<\/span>141)<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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The Pragmatists philosophies<\/span>\u00a0<\/span>explain that<\/span>\u00a0<\/span>developing a sense of self is an ongoing process of<\/span>\u00a0<\/span>awareness, knowledge, and social interactions.<\/span>\u00a0<\/span>\u201cAmerican Pragmatists\u2019 fundamental insight is the experiential nature of awareness and cognition\u2014that knowledge and identity are<\/span>\u00a0<\/span>developed through interaction, and are contingent, relational, and in constant process.\u201d<\/span>\u00a0<\/span>(Davin<\/span>\u00a0<\/span>Carr-Chellman and Joseph Levitan<\/span>\u00a0<\/span>144)<\/span>\u00a0<\/span>This philosophy points out that the idea of forming your own identity this way is both a social and personal construct.<\/span>\u00a0<\/span>Identity<\/span>\u00a0<\/span>that encompasses a person as one thing<\/span>\u00a0<\/span>can<\/span>\u00a0<\/span>pigeonhole<\/span>\u00a0<\/span>a person<\/span>\u00a0<\/span>but, in reality, is<\/span>\u00a0<\/span>the combination of every facet of a person and their actions and opinions.<\/span>\u00a0<\/span>\u201cIdentity, then, is an umbrella term that describes the conglomeration of self-concepts that are constructed, negotiated, and imposed.\u201d<\/span>\u00a0<\/span>(Davin<\/span>\u00a0<\/span>Carr-Chellman and Joseph Levitan<\/span>\u00a0<\/span>150)\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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The results of this<\/span>\u00a0<\/span>theory<\/span>\u00a0<\/span>relate to<\/span>\u00a0<\/span>the concept of teaching<\/span>\u00a0<\/span>emotional literacy<\/span>\u00a0<\/span>by going into depth with the ideas of positive learning environments<\/span>\u00a0<\/span>and guiding students to form their own identity.<\/span>\u00a0<\/span>We cannot expect children to learn and mature if they do not feel safe and heard.<\/span>\u00a0<\/span>Having a strong sense of self as a child leads to confident adults<\/span>\u00a0<\/span>that are properly equipped<\/span>\u00a0<\/span>for life.<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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Gee explains what literacy is<\/span>\u00a0<\/span>and provides broad explanations as to where different discourses can be attained.<\/span>\u00a0<\/span>This<\/span>\u00a0<\/span>provides background information that can<\/span>\u00a0<\/span>further the definition<\/span>\u00a0<\/span>of<\/span>\u00a0<\/span>what<\/span>\u00a0<\/span>emotional literacy<\/span>\u00a0<\/span>is and what it can be.<\/span>\u00a0<\/span>\u201cPromoting Social and Emotional<\/span>\u00a0<\/span>Competencies in Elementary School\u201d<\/span>\u00a0<\/span>found<\/span>\u00a0<\/span>the best program to incorporate within schools that provides training for students, teachers, and parents.<\/span>\u00a0<\/span>This study<\/span>\u00a0<\/span>shows<\/span>\u00a0<\/span>why<\/span>\u00a0<\/span>emotional literacy<\/span>\u00a0<\/span>should be included in schools.<\/span>\u00a0<\/span>\u201cLearning,<\/span>\u00a0<\/span>Selfhood, and Pragmatic Identity Theory: Towards a Practical and Comprehensive Framework of Identity Development in Education\u201d<\/span>\u00a0<\/span>is an essay that analyzes Pragmatists\u2019 theories about identity<\/span>\u00a0<\/span>in a classroom setting<\/span>\u00a0<\/span>and<\/span>\u00a0<\/span>how that impacts development. This essay shows how<\/span>\u00a0<\/span>best<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>teach children to think for themselves and while they learn their own emotions and<\/span>\u00a0<\/span>feeling, they will also be<\/span>\u00a0<\/span>forming<\/span>\u00a0<\/span>a sense of self.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Emotional literacy encompasses so many things and when<\/span>\u00a0<\/span>children are<\/span>\u00a0<\/span>taught<\/span>\u00a0<\/span>how to express themselves both<\/span>\u00a0<\/span>at home and in a school setting, they<\/span>\u00a0<\/span>are able to<\/span>\u00a0<\/span>better form a sense of<\/span>\u00a0<\/span>self. Figuring out who you are, especially as a child, is no easy task, but<\/span>\u00a0<\/span>the process becomes much easier when the child can process their emotions well. Identity comes from your opinions and how you feel. When a person cannot translate their emotions into<\/span>\u00a0<\/span>thoughts, it hinders development.<\/span>\u00a0<\/span>That is why it is important to teach<\/span>\u00a0<\/span>emotional literacy<\/span>\u00a0<\/span>in schools because<\/span>\u00a0<\/span>finding your own identity<\/span>\u00a0<\/span>through emotional literacy<\/span>\u00a0<\/span>during adolescence is imperative to development.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

\u00a0<\/span><\/p>\n<\/div>\n

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Works Cited<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

James Paul Gee. \u201cWhat is Literacy?\u201d The Journal of Education at Boston University, Vol. 171,<\/span>\u00a0<\/span> <\/span>no. 1, 1989, pp. 1-8.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Jones, Stephanie M., et al. \u201cPromoting Social and Emotional Competencies in Elementary<\/span>\u00a0<\/span> <\/span>School.\u201d The Future of Children, vol. 27, no. 1, 2017, pp. 49\u201372. JSTOR,<\/span>\u00a0<\/span> <\/span>\u00a0<\/span><\/p>\n<\/div>\n

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www.jstor.org\/stable\/44219021. Accessed 25 Feb. 2021.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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Levitan,<\/span>\u00a0<\/span>Joseph, and<\/span>\u00a0<\/span>Davin<\/span>\u00a0<\/span>Carr-Chellman. \u201clearning, Selfhood, and Pragmatic Identity Theory:<\/span>\u00a0<\/span> <\/span>Towards a Practical and Comprehensive Framework of Identity Development in<\/span>\u00a0<\/span> <\/span>Education.\u201d The Journal of Educational Thought (JET) \/ Revue De La Pens\u00e9e<\/span>\u00a0<\/span>\u00c9ducative<\/span>,<\/span>\u00a0<\/span> <\/span>vol. 51, no. 2, 2018, pp. 140\u2013161. JSTOR, www.jstor.org\/stable\/26873061. Accessed 25<\/span>\u00a0<\/span> <\/span>Feb. 2021<\/span>.\u00a0<\/span><\/p>\n<\/div>\n","protected":false},"author":253,"menu_order":22,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["anonenglish102"],"pb_section_license":""},"chapter-type":[],"contributor":[68],"license":[],"class_list":["post-221","chapter","type-chapter","status-publish","hentry","contributor-anonenglish102"],"part":158,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/221","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/221\/revisions"}],"predecessor-version":[{"id":222,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/221\/revisions\/222"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/158"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/221\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=221"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=221"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=221"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=221"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}