Developing Social-Emotional Skills through Imaginative Teaching Methods in Elementary Education

Autor/inn/en	Tsortanidou, Xanthippi; Daradoumis, Thanasis; Barberá, Elena
Titel	Developing Social-Emotional Skills through Imaginative Teaching Methods in Elementary Education
Quelle	In: Early Child Development and Care, 192 (2022) 8, S.1201-1216 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsortanidou, Xanthippi) ORCID (Daradoumis, Thanasis) ORCID (Barberá, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1854241
Schlagwörter	Teaching Methods; Social Emotional Learning; Pilot Projects; Elementary School Students; Correlation; Grounded Theory; Developmentally Appropriate Practices; Interdisciplinary Approach; Imagination; Creative Teaching; Grade 4; Story Telling; Foreign Countries; Likert Scales; Student Attitudes; Instructional Effectiveness; Spain + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pilot project; Modellversuch; Pilotprojekt; Korrelation; Entwicklungsbezogene Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Creative thinking; Teaching; Kreatives Denken; Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Likert-Skala; Schülerverhalten; Unterrichtserfolg; Spanien
Abstract	The purpose of this preliminary pilot study is to identify how imaginative teaching methods and low-technology prototyping promote social-emotional (SE) skills development in elementary school students. Particularly, two are the objectives of the study, firstly to test the research designs feasibility and validate the research tools and secondly, to explore the relationships between the employed teaching methods and social-emotional skills development. The study is based on mixed methods-grounded theory methodology involving the collection of qualitative and quantitative data from 104 participants. Based on grounded theory methodology, we have developed a pedagogical approach illustrating age-appropriate teaching practices for developing SE skills. Further research needs to be carried out to gain greater insight into the cross-curricular infusion of these methods and skills across different grades. The added value of this work is the exploration of imaginative teaching methods exploiting age responsiveness so that children gain social-emotional benefits within low-technology learning situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01