ABSTRACT
The chapter begins by asking what education is for, what we want for children in school now and what sort of society we want them to live in. Referring to positive psychology and education, we also ask whether learning environments are aligned with healthy child development and supportive for teachers and families.
The book addresses the learning and wellbeing of all children, everywhere, and there are references to the United Nations Convention on the Rights of the Child (UNCROC).
Bronfenbrenner’s ecological model shows how influences between systems are bidirectional and develop over time. Change is possible.
The genesis of the ASPIRE acronym (Agency, Safety, Positivity, Inclusion, Respect and Equity) is followed by an introduction to each principle. Every chapter is structured with a definition of the principle, why this matters, and how it is put into practice in the early years, primary classroom and primary school. The section on social and emotional learning (SEL) gives children understanding of the principle and opportunities to enact it. Case studies, references and resources support educators in taking each principle forward.
