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dc.contributor.authorWhatman, Susan
dc.date.accessioned2020-10-15T04:12:08Z
dc.date.available2020-10-15T04:12:08Z
dc.date.issued2017
dc.identifier.isbn9781316623008
dc.identifier.doi10.1017/9781316780107.018
dc.identifier.urihttp://hdl.handle.net/10072/398387
dc.description.abstractThere are many children in Australian attending school who are educationally disadvantaged, meaning they derive the least benefit from the education system in Australia. This chapter focuses on the essential role that educators have in understanding the relationship between educational benefit and health, physical activity and wellbeing, and their role in working in partnership with communities to act upon educational disadvantage to promote wellbeing in early years learners. This chapter is organised into sections that provide the background knowledge that is relevant to the health promotion, physical activity and wellbeing for all early years learners, paying particular attention to students with backgrounds that for many reasons can be described as educationally disadvantaged. We will review policies that should guide educator decision-making across the dimensions of health, physical activity and wellbeing. Insights are given into the relationship between recognition of culture and identity and educational rights, building resilience, safety and pride in the early years and the educator’s role in fostering their development. While this discussion does canvass some social and contextual factors underpinning healthy development for children who experience disadvantage, the focus is more on what you can do as a teacher to promote these dimensions from a salutogenic (or strengths based) approach (Quennerstedt, 2008). The chapter concludes with a case study of how teachers can act locally and in partnership with national and community-level organisations to facilitate health, physical activity and wellbeing in early years learners.
dc.publisherCambridge University Press
dc.relation.ispartofbooktitleHealth and Wellbeing in Childhood
dc.relation.ispartofchapter16
dc.relation.ispartofpagefrom253
dc.relation.ispartofpageto268
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode13
dc.titlePromoting Wellbeing with Educationally Disadvantaged Children through Community Partnerships
dc.typeBook chapter
dc.type.descriptionB2 - Chapters (Other)
dcterms.bibliographicCitationWhatman, S, Promoting Wellbeing with Educationally Disadvantaged Children through Community Partnerships, Health and Wellbeing in Childhood, 16, pp. 253-268
dc.date.updated2020-10-15T01:36:16Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2017 Cambridge University Press. This material has been published in Health and Wellbeing in Childhood edited by Susanne Garvis & Donna Pendergast, 10.1017/9781316780107. This version is free to view and download for private research and study only. Not for re-distribution or re-use.
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gro.griffith.authorWhatman, Sue L.


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