Exploring Winnie-the-Pooh for Florida's Resiliency Standards and Social-Emotional Learning Dimensions to Create Literature-Based Activities for the Primary Classroom

Author

Madison R. Simonds, University of Central FloridaFollow

Keywords

Children's Literature; Social-Emotional; Social-Emotional Learning; Winnie-the-Pooh; Lesson Plans

Abstract

The intent of this thesis is to examine the intersections between the Florida Resiliency Standards and the social-emotional dimensions established by the Collaborative for Academic, Social, and Emotional Learning (CASEL), as reflected in A. A. Milne’s Winnie-the-Pooh. Through an analysis of key traits within the text, this study explores how children’s literature can serve as an effective tool for fostering social-emotional learning in the primary classroom. By integrating SEL principles with literary instruction, educators can strengthen students’ emotional awareness, interpersonal skills, and resilience. Additionally, this thesis presents a series of instructional activities designed to support teachers in incorporating Winnie the Pooh into their curriculum to promote the development of social-emotional competencies in young learners.

Thesis Completion Year

2025

Thesis Completion Semester

Fall

Thesis Chair

Killingsworth Roberts, Sherron

College

College of Community Innovation and Education

Department

School of Teacher Education

Thesis Discipline

Elementary Education

Language

English

Access Status

Open Access

Length of Campus Access

None

Campus Location

Orlando (Main) Campus

STARS Citation

Simonds, Madison R., "Exploring Winnie-the-Pooh for Florida's Resiliency Standards and Social-Emotional Learning Dimensions to Create Literature-Based Activities for the Primary Classroom" (2025). Honors Undergraduate Theses. 461.
https://stars.library.ucf.edu/hut2024/461