Loading...
The Mini Mind Project 2023-2024
Hidson, Elizabeth Duffy, Kate Holland, Kevin Baumber, John
Hidson, Elizabeth
Duffy, Kate
Holland, Kevin
Baumber, John
Citations
Altmetric:
Editors
Date
2024
Educational Level
ISCED Level 1 Primary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
This poster was presented at UKRI PSF/PRI Event 'Sharing Learning and Success', 17 Jul 2024, University of Sunderland.
Context: The Mini Mind Project, initiated in 2023-2024 and conducted at the University of Sunderland, aims to address the growing need for self-regulation strategies among children, particularly in the aftermath of the pandemic. Recognizing the importance of integrating cognitive, social, and emotional resources into education, the project leverages participatory action research (PAR) to empower teachers and engage school communities.
Aims: The project sought to create a collaborative framework for teachers and schools to develop and implement the Mini Mind approach, which emphasizes positive psychology within the classroom. By involving multiple schools and teachers in PAR, the project aimed to enhance their research skills and facilitate impactful curriculum design that prioritises student well-being.
Methods: The initiative involved training nine teachers from four schools, including a multi-academy trust, in the Mini Mind approach. Teachers received classroom resources, including sets of Mini Mind booklets, and engaged in a structured cycle of planning, action, observation, and reflection typical of action research methodologies. The project also encouraged communication and engagement through dissemination at conferences and publication opportunities.
Findings: The implementation of the Mini Mind approach has resulted in notable improvements in students' self-awareness and communication. Children began using positive psychology language both in and outside classrooms, which has fostered better relationships. Participating teachers have exhibited a heightened awareness of research-related issues in curriculum planning and have started to adopt a research-oriented mindset.
Implications: The findings illustrate that participatory action research is an effective method for engaging schools in addressing their self-identified needs while enhancing teachers' research capabilities. The project underscores the role of funding as a catalyst for enabling schools to derive solutions tailored to their contexts. Moreover, as teachers become more involved in research, they adopt an inquisitive perspective that can lead to further developments in educational methodologies.