A GOOD PRACTICE MODEL FOR BLOCK TRAININGS AIMED AT ENHANCING SOCIAL-EMOTIONAL COMPETENCIES IN PRIMARY SCHOOL STUDENTS
Keywords:
training, social-emotional competencies, primary education, experiential learningAbstract
The development of social-emotional competencies begins at birth and evolves through continuous training and enhancement across all stages of education: pre-primary, primary, lower secondary, and upper secondary. This development may also continue throughout higher education.
A person’s identity is shaped during the entire educational journey, with school as the educational institution having the most significant impact on personality formation. This underscores the importance of emphasizing learning about "the Self" and "the Self and Others" in the early stages of education, with the goal of systematic and consistent reinforcement and expansion of this knowledge in later stages.
In the context of primary education, the development of students’ social-emotional competencies plays a key role not only in their academic achievement but also in their personal and social development.
By viewing the school not merely as an institution for the transmission of knowledge in fundamental academic disciplines, but also as a key environment for socialization where essential life skills and behavioral norms can be modeled, practiced and internalized, this article presents a structured training block aimed at supporting the development of social-emotional competencies in early primary students (grades 1–4).
The model integrates systematic activities focused on self-awareness, empathy, cooperation, and emotional regulation. The trainings are tailored to school life and adapted to the developmental needs of the students, with the goal of fostering a positive and supportive classroom climate for personal growth.
The collaboration between the professionals leading the trainings, the homeroom teacher, and the subject teachers is of particular importance. This cooperation allows for discussion of students’ behavior, the rules they strive to follow, their progress, and the group dynamics.
The practice presented in this paper was fully implemented at “Sava Dobroplodny” Secondary School in Shumen, Bulgaria, with 24 students in a fourth-grade class. The implementation of the training blocks supported and motivated the students to expand their competencies through various games and discussions, adapted and aimed at self-awareness, thereby building deeper knowledge and skills for effective interaction and maintaining a positive classroom environment.
References
Байкова, Л. & Бугакова, О. (2024). Педагогические аспекты проблемы развития эмоционального интеллекта детей старшего дошкольного возраста, Известия Волгоградского государственного педагогического университета, №9 (192), с. 91-99.
Владимировна, И. (2021). Формирование конструктивных стратегий поведения младших школьников в конфликте со сверстниками, Вестник Костромского государственного университета. Серия: Педагогика. Психология. Социокинетика, №2, с.16-23.
Георгиева, С. (2020). Розвиток критичного мислення учнiв за допомогою навчальноi дiяльностi з прислiвями, Вісник Глухівського національного педагогічного університету імені Олександра Довженка. Наукове видання. ISSN 2410-0897, Випуск 2 (43), с. 116 – 125.
Делионова, К. (2019). Емоционално-компетентностно развитие при деца от предучилищна възраст, Шеста докторантска сесия, ВТУ, с. 5-11.
Делор, Ж. (1996). Образование сокрытое сокровище, ЮНЕСКО, М., с. 13.
Карелина, И. (2010). Проблема понимания эмоций детьми дошкольного возраста, Ярославский педагогический вестник, Т. 2, №4.
Михеева, С. (2024). Активное слушание как средство достижения лучшего понимания и точного формулирования мыслей, Мир науки, культуры, образования, №1 (104), с. 76-77, ISSN 1991-5497
Наредба за приобщаващото образование, в сила от 27.10.2017 г., Приета с ПМС № 232 от 20.10.2017 г., Обн. ДВ. бр.86 от 27 Октомври 2017г., изм. и доп. ДВ. бр. 66 от 6 Август 2024г.
Олеговна, Ю. (2022). Теория морального развития Кольберга, Большая российская энциклопедия, ISSN: 2949-2076.
Рогозина, О., Савлук, Н., & Олефиренко, А. (2024). Формирование навыков коллективного взаимодействия у детей младшего школьного возраста, Вестник науки, №9 (78), т. 3, с. 263-241, М.
Ткачук, Е. (2010). Проблема коммуникативной компетенции студентов вуза. Материалы межвузовской научно-методической конференции, Москва: МГОУ.
Ширяева, О. (2013). Организация групповой работы в начальной школе, Современная высшая школа: инновационный аспект, 4
Klimann, R., & Thomas, K. (1977). Developing a Forced-Choice Measure of Conflict-handling Behavior: The “MODE” Instrument, Educational and Psycological Measurement, Vol. 37, №2, pp. 309-325.
Kohlberg, L. (1981). Essays on moral development, Vol. 1. The philosophy of moral development : moral stages and the idea of justice. – San Francisco, CA : Harper & Row.
Kohlberg, L. (1984). Essays on moral development, Vol. 2. The psychology of moral development : the nature and validity of moral stages. – San Francisco : Harper & Row.
Pavlova, N. (2020). Didactic game “Possible cross sections”, Mathematics and Informatics, Vol. 63, № 4, pp.391-397
