Abstract
The article considers the critical nature of elementary school experiences for children's emotional development. To do this, aspects of two theories are compared. One of the theories is from a recent doctoral dissertation on the subjective experiences of childhood. The other is developmental theory inherent in self psychology. There are concepts in both theories related to children's experiences in elementary school and implications for ways elementary schools can provide empathic environments supportive of healthy emotional development. The concepts are illustrated with children's narratives related to their school experiences, narratives which were part of the research data.
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Ellis, H. The Schoolkid Self . Child and Adolescent Social Work Journal 15, 439–456 (1998). https://doi.org/10.1023/A:1022332023952
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DOI: https://doi.org/10.1023/A:1022332023952