Abstract
This chapter describes the influence of an innovative type of activities called “aesthetic flow activities” in enhancing the holistic functionality οf first graders in the five domains of language—phonology, morphology, syntax, semantics, pragmatics—as well as in attention processes along with enhancing motivational responses. The sample consisted of 98 children aged 6-7 years with learning difficulties and disabilities. Participants were divided into experimental groups taking part in 30 experiential “aesthetic psychological flow activities” and control groups who received a traditional approach. Data were obtained from a pre-test/post-test design, participant observation, and interviews with children and their teachers. Pre- and post-intervention measures suggest that the children of the experimental groups demonstrated higher scores in language post-tests and greater engagement in the learning process. Τhe chapter highlights ways for educators to support language and literacy skills development of all children, whether they belong to a vulnerable group or not.
TopBackground
Learning difficulties are conditions that can cause students to struggle in traditional classroom-learning contexts. The term “learning difficulties” is broad and includes challenges arising from learning disabilities, whether from attention deficit or other psychological disorders, medical illnesses, environmental conditions, family difficulties, or combinations of these factors (Kontantinou & Kosmidou, 2011). Students with LD are far more likely to be excluded on a fixed-term basis or permanently (Timpson, 2019). Moreοver, students with language-based LD have been identified as being at high risk for school failure due to difficulties acquiring language and literacy (Bridgeland, Dilulio & Morison, 2006; Scott, 2004; Westby, 1994). In the field of language, they have been reported to struggle with narrative competence (i.e., storytelling) and exhibit less cohesive discourse elements than the typical peers (e.g., Paul & Smith, 1993). Low academic achievement may reinforce lower levels of emotional well-being as it increases negative perceived self-competence and self-efficacy, further reducing engagement in learning.
Key Terms in this Chapter
Motivation: The process that initiates, guides, and maintains goal-oriented behaviors.
Arts Integration: An approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both.
Arts Flow Experience: An innovative type of experience that derives from the combination of flow experience and aesthetic experience.
Learning Difficulties: An umbrella term for academic problems of different origin. It comprises general learning deficits and low academic performance.
Flow experience: Flow describes a state of complete absorption or engagement in an activity and refers to the optimal experience ( Csikszentmihalyi, 1990 ).
Student Engagement: The degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.
Vulnerable Students: Students who have been assessed as otherwise vulnerable by educational providers or local authorities (including children’s social care services), and who could therefore benefit from continued attendance. This might include children and young people on the edge of receiving support from children’s social care services, adopted children, those at risk of becoming NEET (‘not in employment, education or training’), those living in temporary accommodation, those who are young carers and others at the provider and local authority’s discretion.