Могућности имплементације емоционалног васпитања у школском  контексту

Dragana V. Dimitrijević

doi:10.5937/zrffp53-41323

Dragana V. Dimitrijević Univerzitet u Nišu, Filozofski fakultet, Departman za pedagogiju

DOI: https://doi.org/10.5937/zrffp53-41323

Ključne reči: емоције у школи, социо-емоционално учење, наставник, ученик, наставни садржаји

Sažetak

Присутност различитих емоционалних стања, њихов развој и промена емоционалног изражавања током година отвара питање одговорности за емоционални развој деце, али и могућности школе као организоване васпитнообразовне установе за остваривање своје васпитне функције у овој области. Циљ овог рада је анализирати школу са аспекта емоционалног васпитања како бисмо указали на потенцијал и могућности школе за остваривањем постављених циљева и задатака у пракси. У раду је коришћена метода анализе садржаја на узорку доступних теоријских и емпиријских истраживања у овој области. Као најважнији допринос овог рада издваја се детаљна анализа концепта емоционално васпитање у школи са издвојеним циљевима, задацима, методама и садржајима који су практично применљиви и који могу бити основа имплементације емоционалног васпитања у свакодневној школској пракси. Изостанак системског решења за овај аспект васпитне делатности указује на то да покретач морају бити промене у циљевима и приоритетима васпитнообразовног рада имајући у виду повезаност емоционалних стања ученика са когнитивним развојем и академским постигнућем. На крају, као најзначајнији фактори имплементације емоционалног васпитања у школи издвојени су наставник, ученик и наставни садржаји.

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