The importance of emotions in young children.
The growing research from the fields of health, neuroscience and education suggests that providing children with early access to training experiences in the development of emotional and social skills makes a big long-term difference in their health and well-being. In other words, if children learn to express emotions constructively and participate in affectionate and respectful relationships before and while they are in the first years of their life, they will be less likely to suffer from mental illness, participate in violent relationships, or others. serious problems.
In the words of Daniel Goleman "the family is the first emotional trainer", but parental skills in this area are not always optimal. In his study on parental relationships based on parent-child interaction, J. Gottam talks about the figure of “emotional trainers”: reference adults who accompany children to inquire about the true nature of their affections and how to work with them constructive way. From this perspective, we consider the school an ideal context in which to provide access to content and training experiences in the field of emotional intelligence. We know that the teacher-student relationship is a key dimension of the school experience, for this reason, today more than ever it becomes an urgent matter to provide teachers of all schools with the necessary tools and timely support to to provide students with their presence as guides and facilitators of knowledge that goes beyond the curricular: a vital and transcendental learning.
1) To impulse the development of social, civic and intercultural skills and approach discrimination, violence and bullying through prevention with emotional and feelings well management and the resolution of school conflicts. and positive climate of learning to improve their well-being and strengthen their possibilities in our schools.
2) To create a sustainable common line of action between all partners in favor of creating a positive school coexistence and learning climate in our students, improving and strengthening the transition in the different educational stages and reducing the disadvantage in our students’ emotional perception
3) To benefit young kids with a sustainable an stable and positive climate of learning to improve their well-being and strengthen their possibilities in our schools.
Since Europe+Emotions=Inclusion believes in students growing, developing and bonding outside of the classroom, there are a variety of activities available for all types of interests. Take a look below to learn more.
Five partners from five different European countries, Belgium, Estonia, Portugal, Romania and Spain, enriching each other by working together, sharing ideas, opinions and contributing towards a same goal: emotions management.