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Life skills (Year I) > Personal and social wellbeing > Flashcards

Personal and social wellbeing Flashcards

1
Q

What are life skills?

A

The abilities for adaptive and positive behaviours that equip individuals to deal with everyday challenges effectively.

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2
Q

Three things that are key to the life skills classroom

A
  • Opportunities to learn and practice skills
  • Recognition of learners’ personal
    backgrounds/thoughts/feelings
  • Creativity (role play, crafts etc)
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3
Q

Areas of knowledge in personal and social wellbeing

A
  1. Personal wellbeing
  2. Social wellbeing
  3. Sexuality education
  4. Health and safety education
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4
Q

How should activities be sequenced in an LS classroom?

A

Me –> My family –> My school

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5
Q

Aims of life skills ed

A
  • Helping learners make informed, morally responsible
    decisions about their health and the environment
  • Equip learners with skills to relate positively to others
    and make valuable contributions in social situations
  • Equip learners with critical thinking skills, creativity
    and empathy
  • Equip learners with skills/knowledge/values to achieve
    their full potential physically, intellectually, socially,
    emotionally
  • Encourages independent responses to life’s challenges
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6
Q

How does one make lessons culturally and developmentally appropriate?

A
  • Knowledge of the stages of development/typical behaviour of certain age groups
  • Knowledge of the sociocultural context of learners
  • Knowledge of learner preferences (interests, abilities)
  • Using examples easily accessible to learners, making
    their learning meaningful
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7
Q

In the foundation phase, life skills consists of 4 study areas:

A
  1. Beginning knowledge
  2. Personal and social wellbeing
  3. Creative arts
  4. Physical ed
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8
Q

Bronfenbrenner’s bioecological systems model

A
  • A child is a system within other systems
  • Happenings in one system have a ripple effect on
    other systems
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9
Q

Systems in the bioecological model

A
  • The individual
  • Microsystem
  • Mesosystem
  • Exosystem
  • Macrosystem
  • Chronosystem
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10
Q

Gardner’s multiple intelligences

A
  • Musical
  • Verbal-linguistic
  • Intrapersonal
  • Interpersonal
  • Bodily-kinaesthetic
  • Logical-mathematical
  • Visual-spatial
  • Naturalistic
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11
Q

The exosystem consists of…

A

Settings which have an indirect impact on the individual

Example: Parent’s workplace

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12
Q

The chronosystem is…

A

The timeline of events that occur in the individual’s life

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13
Q

The mesosystem is…

A

The interaction between different parts of the individual’s microsystem

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14
Q

Learners need to learn the following to deal with conflict

A
  1. Listen to the other person
  2. Attempt to see the other’s perspective
  3. Talk about possible solutions
  4. Implement a compromise
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15
Q

What can a teacher do to prevent bullying?

A
  • Foster good relationships with all learners
  • Plan activities that include all learners
  • Provide interventions for all parties (bully, bystander,
    victim)
- Provide clear class rules which include rules against 
  bullying
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16
Q

Social justice

A

the view that everyone deserves equal economic, political and social rights and opportunities

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17
Q

Equality

A

being equal in terms of rights and opportunities

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18
Q

Anti-bias education

A

an approach to early childhood ed that uses values in support of respecting and embracing difference as well as acting against bias and unfairness

19
Q

Tolerance

A

permitting an action/idea/person that one dislikes or disagrees with

20
Q

Diversity

A

the state of variety/being different from one another

21
Q

Empathy

A

the ability to understand and share the feelings of others

22
Q

Moral development

A

the process in which learners develop attitudes and behaviours toward others in society based on social and cultural norms

23
Q

Practices that set a class up for social development

A
  • Be respectful of socioeconomic differences in class
  • Pre-empt conflict situations by equipping them with
    tools for management
  • Use mistakes as learning opportunities
  • Encourage questions and discussions
  • Implement realistic rules with learners’ input
  • Share responsibilities
  • Make use of play
24
Q

Sexuality

A

the whole person including their sexual thoughts, experiences and ideas related to being male or female

25
Q

Sexuality education encompasses….

A
  • social health
  • emotional health
  • Relationships with others
26
Q

Topics related to sexuality ed

A
  • Sexual development
  • Reproductive health
  • Affection
  • Interpersonal relationships
  • Intimacy
  • Body image
  • Gender roles
27
Q

Qualities and skills of a sexuality education teacher

A
  • Use of correct terminology
  • Awareness of body language
  • Use age, cultural and gender appropriate, interactive
    activities
  • Comfortable with own sexuality
28
Q

Purposes of sexuality ed

A
  • Prepare learners for adult roles
  • Develop positive self esteem and body image
  • Utilise school as a support centre to direct families to
    health services
  • Equip learners with skills like assertiveness to help in
    situations of abuse
  • Help learners make responsible decisions about their
    health and relationships
29
Q

Reasons children may masturbate

A
  • Curiosity and experimentation
  • Exposure to adult sexual behaviour
  • Molestation
30
Q

What is wellbeing?

A

A state of stability/contentment despite what is going on around one.

To do with the interpretation of emotions, events and behaviour.

31
Q

Maslow’s hierarchy of needs

A

Physiological needs –> Safety needs –> Belonging and love needs –> Esteem needs –> self-actualisation

32
Q

Seligman’s PERMA model suggests the following is necessary for wellbeing

A

P positive emotion

E engagement

R positive relationships

M meaning

A accomplishment

33
Q

Ryff’s model of wellbeing considers the following important:

A
  • Self acceptance
  • Personal growth
  • Autonomy
  • Relationships with others
  • Environmental mastery
  • Purpose in life
34
Q

Factors influencing wellbeing

A
  • Social and emotional factors
  • Physical factors
  • Psychological factors
35
Q

The most important life skill is…

A

the ability to learn

36
Q

Nutrition

A

The study of food and how it is used by the body

37
Q

Reading for enjoyment

A

Reading done of one’s own free will, anticipating the satisfaction that comes from reading

38
Q

Benefits of reading for enjoyment

A
  • Enhances ability to create mental pictures (good for
    memory)
  • Drives the brain into a perceptual, active state that
    prepares one for similar real-life situations
  • Assists with emotional development
  • Opens new worlds/encourages creativity
  • Assists in relating to others and forming relationships
39
Q

Scholastic benefits of reading for enjoyment

A
  • Improves text comprehension
  • Broadens vocabulary
  • Greater general knowledge
  • Improves confidence in reading
  • Improves spelling and grammar
40
Q

Strategies for encouraging reading for enjoyment

A
  • Read stories to learners
  • Ask questions about what was read
  • Build mental imagery skills
  • Have a variety of reading options available (cater to
    different interests)
  • Involve parents in reading to children
  • Issue rewards/reading certificates
41
Q

Self determination theory is dominated by fulfilment in ..

A
  • Competence
  • Autonomy
  • Relatedness
42
Q

According to Maslow, when a need becomes stronger as it goes unmet it is called a ____

A

Deficiency need

43
Q

Eudaemonic vs Hedonic wellbeing

A

Eudaemonic - self-realization and meaning

Hedonic - pleasure attainment

Life skills (Year I) (1 decks)

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