A framework for emotional and social development
Noun: Latin Fāgus (“beech”) – The Tree of Learning
Fagus is a unique, educational resource which provides a system for schools to monitor, review and support children’s emotional and
Fagus provides a developmentally sequenced framework of typical behaviour which clarifies the understanding of a child’s strengths and difficulties across social and emotional functioning and supports goal setting towards a better future. It allows schools to monitor social and emotional progress much in the same way as they monitor academic progress. Fagus is principally targeted for pupils with attachment and trauma related difficulties, although it has the potential to be used with a much wider range of children.
Fagus aims to:
- Improve knowledge and understanding in school relating to children’s emotional and social development. [Fagus materials]
- Help teaching staff to apply this understanding to set developmentally appropriate goals for pupils in emotional and social domains. [Setting Goals]
- Provide a framework to monitor emotional and social development. [see Developmental Profiles and Goal Attainment Scaling]
Why use Fagus?
“One way teachers can become more sensitive to children is to increase their knowledge of child development. Teachers who know more about child development are more sensitive in their interactions with children.”
(pg. 158, Bergin and Bergin, 2009)
The Teacher’s Standards (2013) state that teachers must “demonstrate an awareness of the physical, social, and intellectual development of children and know how to adapt teaching to support pupils’ education at different stages of development” (pg. 11). However, the Consortium for Wellbeing in Education report (2014) argues that “most teacher training lacks sufficient knowledge of children’s emotional development” (pg. 6).
Fagus is a comprehensive, educational resource which equips teaching staff with an in-depth knowledge of emotional and social development. It enables teachers to identify when a child is developmentally behind, and set goals which facilitate emotional/social development. In doing so, teaching staff can enhance children’s emotional/social functioning and outcomes.
Benefits for your school:
- Facilitate the emotional and social development of pupils who are developmentally behind
- Enhance access to learning by attending to emotional and social needs
- Develop emotional and social wellbeing and academic progress
- Gather additional data about progress
- Support teaching practice by furthering understanding of emotional and social development