Emotional Education as a Means of Developing Social Competence in Primary School Students in Wartime

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書誌詳細
出版年:	International Electronic Journal of Elementary Education vol. 17, no. 1 (Dec 2024), p. 1-14
第一著者:	Ishchenko, Yevhenii
その他の著者:	Hubarieva, Daria, Soroka, Iryna, Usyk, Dmytro, Chemonina, Lada
出版事項:	International Electronic Journal of Elementary Education
主題:	Pedagogy Software Psychology Emotional regulation Communication Adaptation Emotions Emotional intelligence Social skills Social interaction Children & youth Elementary school students Education Emotional disorders Socialization Elementary schools Anxiety Disorders Developmental Disabilities Educational Practices Emotional Development Competence Control Groups Child Role Resilience (Psychology) Academic Achievement Educational Technology Communication Skills Educational Psychology Correlation Conflict Resolution Child Development Behavior Disorders Data Analysis Communication Problems Autism Spectrum Disorders Educational Environment Computer Software Behavior Problems
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その他の書誌記述
抄録:	Emotional education is key for primary school children, as it promotes their emotional development and successful socialization. Specialized mobile software, which are integrated into psychological and pedagogical support programmes for primary school students, can help in the development of children's emotional intelligence (EI). The aim of the research was to analyse the effectiveness of using two mobile applications (Emotional, and Bouncy the People Trainer). They were designed to stimulate the EI growth among children aged 6-9. The research methods included psychological methods from the EQ.app kids computer software, emotional education programmes developed on the basis of socio-emotional learning (SEL) methods, mathematical statistics methods (correlation analysis, Pearson correlation coefficient, Student's t-test). Analysis of the dynamics of EI indicators revealed significant differences between the experimental group (EG) and control group (CG) on pre-tests and post-tests. In the EG, a statistically significant improvement (p-value = 0.000) was observed in the indicators of emotional praxis by 8.57 points, in perceptual and language components by 10.63 points. This gives grounds to conclude that working in two mobile applications helped to develop children's EI. At the same time, the CG remained at their pre-test scores, showing no improvement. Research prospects include a deeper study of the impact of different methods of emotional education on the children's mental state and social skills, as well as an analysis of the long-term consequences of such programmes. It is important to study the integration of digital technologies in the process of emotional education, evaluate the effectiveness of various mobile applications, online platforms and other digital tools for the development of EI and social competence.
ISSN:	1307-9298
DOI:	10.26822/iejee.2024.359
ソース:	Education Database