APPLICATION OF AN ANIMATIVE APPROACH THROUGH PLASTICINE PAINTING TO ENHANCE EMOTIONAL INTELLIGENCE: AN AUTHORIAL METHOD FOR WORKING WITH PRIMARY SCHOOL STUDENTS
Keywords:
Plasticine painting, Animative approach, Emotional intelligence, Emotional regulation, Pedagogical animation, Group dynamics, Educational methodologyAbstract
The animative approach, integrated with plasticine painting, presents innovative prospects for enhancing emotional intelligence among primary school students. Emotional intelligence, as a vital element of personal and social development, underpins students' adaptation to the school environment, the establishment of interpersonal relationships, and the effective regulation of emotions. The method, "Emotions in Colours," conceived by Dr. Abner, combines creative and reflective activities designed to cultivate emotional awareness, empathy, and self-regulation. This pedagogical framework consists of five structured phases, transitioning from individual expression to group dynamics, leveraging plasticine as a medium for emotional representation and exploration. Central to the approach are experiential activities such as the "Emotional Palette," where students associate emotions with colors, and the "Heart of Emotions," which promotes group interaction and mutual respect. Reflective exercises empower students to visualize and analyze their emotions, equipping them with constructive strategies for navigating challenges. The experimental implementation of this model, supervised by visual arts educator Mr. Svilen Genov, involved third- and fourth-grade students. The study employed both experimental and control groups, yielding results that demonstrated substantial improvements in empathy, self-awareness, and collaborative skills among participants. These findings underscore the significance of innovative pedagogical strategies in supporting children’s emotional and social development. The animative pedagogical approach exemplifies how creative methodologies can meet the multifaceted needs of young learners, fostering emotional resilience and social harmony in an inclusive and stimulating educational setting.
References
Bass, R. (2024). Social Emotional Learning Workbook for Middle School: Navigating Emotions with Grade Level Activities (Inclusive Teaching). RBG Publishing press, ISBN-13: 978-1958350362.
Bradberry, Т., Parks,T., et al. (2023). Emotional Intelligence Habits. Florida city : Brilliance Audio press ,ASIN:B0C8QH9351.
Brush, K., Jones, M., Bailey, et al. (2022). Social and Emotional Learning: From Conceptualization to Practical Application in a Global Context. In K. J.-G. Brush, Life Skills Education for Education for Youth (pp. 43-71). Https://doi.org/10.1007/978-3-030-85214-6_3.
Dewey, J. (1986). Experience and Education. The Educational Forum, 50(3), 241–252. Https://doi.org/10.1080/00131728609335764.
Gordon, S. (2022). Developing Successful Schools: A Holistic Approach. Palgrave Macmillan press, ISBN-13: 978-3031069185.
Talvio, M., & Lonka, K. (2022). International Approaches to Promoting Social and Emotional Learning in Schools A Framework for Developing Teaching Strategy. Routledge press, ISBN 9780367553326.
Torrescano, M. (2018). The art of painting with plastilin: Plasticine. Independently published, ISBN-13: 979-8599887164.
Аврамова-Тодорова, Г. (2024). Светът на моите емоции. Арт педагогически тренинги за деца в предучилищна и начална училищна възраст. Изд. ФЛАТ-Бургас, ISBN 978-619-7755-03-09, стр.7.
Димитрова, З. (2017). Анимативният подход в образователния процес по физическо възпитание и спорт в детската градина и началното училище. Бургас: Университетско издателство "Проф. Д-р Асен Златаров" ISBN: 978-619-7123-67-8.
Димова, Б. (2023). Партньорство с родители за развитие на социални и граждански компетентности в предучилищна възраст. Годишно научно-методическо списание „Образование и технологии“, 14 (1), стр. 64-66 ,SSN 1314-791 (print), ISSN 2535-1214 (online).
Христова, В. (2023). Компетентностен подход - средство за адаптация на децата от предучилищна към начална училищна възраст. Управление и образование, 19 (3), стр. 144- 147.
