WELL-BEING
WELL-BEING
A Holistic Approach to Learning in Year 2 By Kim Powell, Year 2 Leader of Learning and Welfare
W
e are all well aware that well-being is a key priority at Bangkok Patana and has been for some time; it is integral to our values. But how does this important value manifest itself within the Key Stage 1 classroom? Year 2 have been adopting a number of strategies to ensure that happiness and peace of mind at school are kept at the forefront of their learning, and that they themselves mirror the values of being balanced and fulfilled, kind and compassionate. When walking into a Year 2 classroom, you will notice the muted and calming colours within our learning environment, cosy spaces dedicated to communication and problem solving, and time for daily mindfulness practice prioritised on each class timetable. All these features are integral to our learning in Year 2. So why do we promote muted tones and clutter-free displays? In 1947, Frank Mahnke, a researcher working in the USA, found that colour can affect attention spans, creativity, feelings of safety, and comfort levels in a space. Dr Willard R Daggett and colleagues found that, ‘Colour is an important factor in the physical learning environment and is a major element that impacts student achievement, as well as teacher effectiveness.’ We also know that colour can affect mood, and how moods can be described by certain colours, for example, the phrase, ‘see red’ to describe anger. We often see soft blues and greens used to induce feelings of calm in certain 12
• Bangkok Patana School
environments such as doctor’s waiting rooms, or the dentist. So too, are children’s emotions affected by the colours that surround them. Therefore, classrooms are at their best when sensitively decorated in calming colours. When colours are chosen from a natural palette, they make the space feel open and calm. They also enable the resources and most importantly, the learners using the space, to feel more relaxed, at ease and able to concentrate; skills essential for successful learning. Further understanding of how the physical environment can support
emotional well-being, speaking and listening skills and general engagement is critical in the development of ‘balanced and fulfilled’ children. Through the use of ‘Zen Dens’; cosy, comforting and welcoming spaces within the classroom, we can promote communication and problem solving. These spaces support the development of children’s communication skills and include features which are beneficial for children with Speech, Language and Communication Needs, as well as supporting our English as an Additional Language (EAL) learners. In developing these spaces, we are
