Introduction to the PROSPER Framework
In today’s world, those responsible for educational approaches are seeking more effective ways to enhance the well-being of primary-aged students. The PROSPER framework is a system that integrates the principles of positive psychology and effective teaching to achieve a favorable outcome. It considers children’s interests, promotes their involvement in the process, and aligns with the principles of positive education. Thus, the PROSPER framework can be described as a well-being system characterized by positivity, encouragement, and strong relationships.
Positive Education and Emotional Development
Firstly, the PROSPER framework is centered on positive education. It aims to achieve equal treatment through the introduction of practices and programs. In this way, all school students can succeed and flourish in their studies (Noble & McGrath, 2015). In the early stages of development, social and emotional maturation is determined by collective cohesion. At the same time, schools for children are among the most important social institutions, and the PROSPER framework enables them to achieve efficiency in success and development.
Emotional development is based on the experience of experienced emotions. The program aims to ensure that students experience positive emotions. They include a sense of security within the community and the school’s walls, a sense of community, and an interest in learning (Yeung et al., 2018). Additionally, thanks to the PROSPER framework, children can develop gratitude and appreciation through engaging games and role-playing presentations. Thus, the structure contributes to the successful development of students and instills the skills of optimistic thinking.
Encouragement, Relationships, and Student Involvement
In addition, the program addresses the issue of encouraging children in the learning process, which contributes to their motivation and craving for knowledge. As part of the program, students can enhance the positive emotions they have received. Encouraging curiosity within the PROSPER framework increases students’ involvement in the learning process and contributes to a more in-depth study of subjects (Yeung et al., 2017). For example, introducing a program that promotes interest in the lesson through music, films, or dance has a positive effect on children’s perception. It aims to draw attention to the phenomenon.
The school prepares children for adult life and sets the norms of attitudes in society. A benevolent collective atmosphere in the classroom contributes to a more effective development of students’ social and emotional spectrum (Noble & McGrath, 2015). Thus, interpersonal relationships among students represent an essential environment within which they build their collective identity. The PROSPER program aims to create a positive communication experience between peers, children, and teachers. In addition, stable communication between the school and parents is maintained, which allows children to feel more relaxed and continue successful emotional development.
This approach has a significant impact on children’s involvement in learning. A positive relationship between parents and teaching staff enables a quick discussion of any potential problems that have arisen in a calm atmosphere (Yeung et al., 2018). In this case, parents will treat the situation with understanding and solve it without devastatingly affecting the child’s emotional state. At the same time, the students will be able to focus on their strengths, which will help them find the most suitable occupation.
Conclusion
In conclusion, the PROSPER framework has a positive impact on the social and emotional development of children. The program aims to establish friendly interpersonal relationships in a team where children feel comfortable. Additionally, the system encourages children’s involvement and curiosity through the introduction of rewards and engaging activities. At the same time, students feel the significance of the subject and focus their attention on it.
References
Noble, T., & McGrath, H. (2015). PROSPER: A new framework for positive education. Psychology of Well-being, 5(1), 1-17. Web.
Yeung, A., Craven, R., Noble, T. & Pennington, R. (2018). Final research report: Wellbeing in primary schools through positive education. Institute for Positive Psychology & Education. Web.
Yeung, A., Noble, T. & Pennington, R. (2017). PROSPER: Wellbeing in primary schools through positive education. Australian Catholic University. Web.