Abstract
Talking about emotions is a current topic and the reason why our attention is drawn are manifold. They may concern the causes of incorrect management of emotions or the search for balance and emotional well-being. In both cases, the educational models, the personality traits and the events of life accentuate more or less positive emotional constructs. One of the most important proposals that comes from the academic world is that emotions, like cognition, can be educated. That is, it is believed that since the kindergarten, and even before, the teacher can accompany the children towards the discovery and knowledge of emotions to help them understand and manage their own.
Aim of the research: The aim is to understand how teachers work to educate children/ and children’s emotions in the cycle of childhood, from three to six years, and identify effective strategies to developing them. It is also investigated if emotional education is treated transversally or with dedicated moments within the school day in kindergarten.
Development of research.
The method used is the one of the Grounded Theory and the tools adopted are: direct observation, within kindergartens, the semi-structured interview with significant figures, the writing of memos, the legislative analysis and then the opinion questionnaire (pre- and post-test). The context: three schools in Italy and Spain, two of them are located in Castilla –La Mancha (Spain), Toledo, and one in Trentino (Italy), in Trento. The research period abroad took place from November 2016 to May 2017 at Toledo, Autonomous Community of Castilla-La Mancha (Spain). The activities have been articulated in a field research project, in the public and semi-private schools of Toledo, and in a training plan at Uclm University.
The important aspects that emerged, required a second period abroad from November 2017 to May 2018. Research participants: 23 people, among them 6 teachers for the case study.
For the results in progress:Emotional competence:
· is not achieved automatically, it must enter into the programmed process of teaching – learning.
the relational and collaborative aspect must be stimulated by the teacher, also through the use of practical strategies that put the children in the conditions to overcome some difficulties in accomplishing the assigned work.
And … the orientation identified as effective is to enter into oneself, which leads us to the knowledge of knowing. The ultimate goal is reflective consciousness: train to emotions and conscious strategies first for teachers and then for children.
Referring main authors
Goleman, D. (1996). Intelligenza Emotiva. Che cos’è e perché può renderci felici. Bologna: Rizzoli.
Saarni, C. (1999). The development of emotional competence, New York: Guilford Press.
Denham, S. (1998), Lo sviluppo emotivo nei bambini, Roma: Astrolabio.
Bisquerra, R. (2000). Educación emocional y bienestar, p. 243, Barcelona: Praxis.
Bisquerra, R. (testo); Punset, E. (prologo); (2015). Universo de emociones. Valencia: PalauGea Comunicación