Teacher’s perception about the effect of the whole-child approach on children’s psychological and emotional development at primary level in Pakistan

Abstract

A whole-child approach to education focuses on students' social, emotional, behavioral, physical, and cognitive growth. ASCD (Association Supervision Curriculum Department) established a whole-child approach to education as its central objective in 2007. It created five tenets based on child development theory that support the approach and state that every child in every school and community deserves to be healthy, protected, motivated, encouraged, and challenged. According to this study's findings, both perspectives affected each other. As a result, this study aims to assess both perceptions of WCA (whole-child approach) and CD (children development) to close a gap in Pakistan's educational system at the primary level. The objectives of this study are to explore the impact of the whole-child approach on childrens’ psychological and social-emotional development. The key finding of this study is healthy school environment is important for a positive educational experience. The social-emotional and psychological conditions for effective learning are generated by the school environment.