Module 7

Self-Reflection and Growth

Brief Overview

Module 7 focuses on implementing strategies that support the development of self-awareness and intra- and interpersonal competences in children aged 8–11 through the use of reflective storytelling methods. The main goal is to shape mechanisms that enable children to identify their own emotions, thoughts and decision-making processes in a way that supports their long-term emotional and social development.

The structure of the module includes issues related to self-esteem, acceptance of one's own experiences and building mental resilience, analyzing narrative patterns present in children's literature. The use of bibliotherapy as a tool for shaping reflective attitudes and techniques that strengthen the sense of agency and personal effectiveness is taken into account.

The module assumes adapting literary content to the educational context by implementing didactic tools that develop self-reflective skills. Interactive strategies for working with text will be used, including case studies, didactic discussions and narrative exercises supporting cognitive processes related to the assessment of one's own experiences.

Learning Objectives:

Development of self-reflection competences – Shaping the ability to analyze one's own thoughts, emotions and decision-making processes through the use of narrative strategies supporting self-awareness and personal development.
Shaping adaptation mechanisms – Stimulating children's ability to recognize and interpret their own experiences in the context of personal and social development, taking into account strategies for effectively coping with challenges.
Building metacognitive competences – Implementation of methods that enable students to analyze the learning process based on reflective reading, as well as to recognize the relationships between the experiences of literary characters and their own development.
Application of narrative techniques to strengthen self-esteem – Implementation of didactic strategies that support the development of a positive self-image in children through the analysis of literary stories that present mechanisms for overcoming difficulties, self-improvement and personal growth.

Key Concepts and Theories:

The process of self-reflection as a mechanism of intra- and interpersonal development

Self-reflection refers to an individual's ability to analyze their own thoughts, emotions, and actions in the context of their impact on personal and social functioning. In terms of developmental psychology, early school-age children gradually acquire the ability to adopt a metacognitive perspective, which means the ability to evaluate their decisions and behaviors from a distance. This process plays a key role in shaping self-awareness, and its effectiveness can be increased by systematically using narrative methods that support the identification and interpretation of one's own experiences.

The role of reflective narrative in building a sense of self-efficacy

One of the most important elements of children's personal development is the development of a sense of self-efficacy, understood as a belief in the ability to cope with challenges and achieve intended goals. Research on reflective education indicates that analyzing the experiences of literary characters who overcome difficulties allows students to identify with the development process and acquire adaptive strategies. Thanks to this, literary narrative can be a tool that strengthens the ability to assess one's own resources, plan actions and see progress in social and emotional competences.

Metacognition and its importance in the process of self-improvement

Metacognition refers to the ability to consciously control and regulate one's own cognitive processes, which includes planning, monitoring and evaluating the way of thinking and actions taken. In the educational context, developing metacognitive skills in children promotes a more conscious analysis of their own development, which leads to more effective knowledge acquisition and shaping autonomy in decision-making processes. The use of reflective storytelling in education allows students to experiment with different perspectives, identify the strategies used by the characters and relate them to their own challenges and successes.

Short Educational Story:

For further implementation, please read the text below, which will then be used in exercises supporting the development of self-reflection and metacognition in children. Based on the presented narrative, students will have the opportunity to analyze the creative process, interpret meanings and reflect on their own perception of reality.

In the next part of the classes, children will use the technique of creating inkblots as a metaphor for self-knowledge, constructing their own images and interpreting them in the context of personal experiences, emotions and associations.

Jan Brzechwa – "Mr. Kleks' Academy" (Excerpt)

"The first lesson was inkblot art. Mr. Kleks invented this activity so that we would see how to handle ink.

Sometimes, the squashed ink blots create entire pictures, to which we add stories invented by Mr. Blot.

I think that Mr. Kleks himself might have come from just such a squashed ink blot, which is why he's named that way."

Interactive Activity

Activity: "Inkblot as a Mirror of Thought" - Implementation within self-reflection and metacognition

1. Introduction to the topic

· The teacher presents the purpose of the exercise and its placement in the module on self-awareness and self-reflection.

· Explains that the process of perceiving and interpreting reality is subjective, which means that different people can see different meanings in the same images.

· Indicates that the exercise will allow students to understand how their way of thinking and cognitive analysis work.

2. Working with the source text

Students will become familiar with the following fragment of Mr. Kleks' Academy

"The first lesson was inkblot art. Mr. Kleks invented this activity so that we would see how to handle ink.

Inkblot art involves making several large ink blots on a sheet of paper, then folding the sheet in half so that the blots smear across the paper, taking on the shapes of various figures, animals, and characters. Sometimes, the squashed ink blots create entire pictures, to which we add stories invented by Mr. Kleks. I think that Mr. Kleks himself might have come from just such a squashed ink blot, which is why he's named that way."

· The teacher asks questions to introduce interpretation:

· What role does the process of creative interpretation of ink blots play in this text?

· Can the perception of different shapes in ink blots be compared to the way we think about our own experiences?

3. Creating your own ink blots

· Students make their own ink blots on sheets of paper using the technique presented in the book.

· After obtaining ink blots, they look at them and write down their first associations.

· They then give their blot a title, defining what they see and what meaning they give to their interpretation.

Multimedia Content

1. Introducing AI to generate inkblots

🖥 Using tools to generate random inkblots

AI to generate inkblots: Students can use simple applications (e.g., an abstract image generator or AI filters that transform inkblots into different shapes).
Online inkblot generators: Tools such as the "random inkblot generator" allow the creation of unique inkblots that students can interpret.

✅ How to implement it in the classroom?

The teacher can present ready-made inkblots generated by AI on an interactive whiteboard or projector.
Students interpret the inkblots by giving them meanings - as in a traditional exercise, but in a digital version.
Alternative: Students can create their own inkblot drawings on tablets or computers, which the application then transforms into recognizable images.

Reflection and Discussion

What did the inkblot activity teach the students at Mr. Kleks' Academy about perception?
How does the process of finding meaning in random inkblots relate to how we interpret our own thoughts and experiences?
Did you see something different in your inkblot compared to others? Why do people perceive the same things differently?
How can self-reflection help us grow and understand ourselves better?

Additional Resources

Articles:

"Fairy Tale Therapy as an Effective Method for Child Development" – Discusses the use of storytelling in emotional and social development.
"Bibliotherapy as a Pedagogical Method" – Explores how bibliotherapy supports learning and emotional well-being in children.

Books:

"Fairy Tale Therapy: Addressing Children’s Fears with Stories" – Guide on using storytelling to help children manage emotions.
"Bibliotherapy in Education and Therapy" – A comprehensive look at how literature fosters self-awareness and emotional growth.

Unit Summary

Module 7 focuses on developing self-awareness and metacognitive skills in children through reflective storytelling. Using Mr. Kleks' Academy as a reference, students explore subjectivity in perception and learn to analyze their thoughts and emotions through inkblot exercises. The module integrates bibliotherapy and interactive strategies, such as AI-generated inkblots, to enhance engagement. Teachers facilitate discussions on self-reflection, interpretation, and personal growth, reinforcing confidence, adaptability, and self-efficacy in children.

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