This research aims to highlight the role played by educational relationships in the development of emotional competencies and the strengthening of life skills in early childhood. It identifies relational models for emotional skills empowerment and tools for monitoring these skills. Educational methods in children’s services will be observed, thereby helping to identify and document best practices in the settings included in the study. We will involve a sample of about 40 early childhood educators in 8 children’s services (e.g. nursery schools) in Turin (Piedmont Region Northern-Western Italy): services will be chosen in order to have a varied sample in terms of social class and urban typology. The focus of our study has to be found in educational relationships between caretakers and children: for this reason, thanks to the instruments of the Methodology Parents’ Pedagogy, educators and parents will be involved, with the function to exploit and to gather the narrations of the families’ educational itineraries, taking their experience about how they educate and how they have been educated. The comparison between participants’ life experiences will acquire the awareness of their own emotional educational competences. Afterwards, educational methods in management relationships between educators and children, as well as the awareness of the role they play in life skills development in early childhood, will be observed. The research will underline the contribution of the Methodology Parents’ Pedagogy in the strengthening of professional competence for childhood professionals and the role played by the educational relationship in the development of emotional competencies and life skills in early childhood.
Life Skills Development in Early Childhood: The Role of Emotions and Relationships
COLOMBINI, SABINA CLARA Cristina
2013-01-01
Abstract
This research aims to highlight the role played by educational relationships in the development of emotional competencies and the strengthening of life skills in early childhood. It identifies relational models for emotional skills empowerment and tools for monitoring these skills. Educational methods in children’s services will be observed, thereby helping to identify and document best practices in the settings included in the study. We will involve a sample of about 40 early childhood educators in 8 children’s services (e.g. nursery schools) in Turin (Piedmont Region Northern-Western Italy): services will be chosen in order to have a varied sample in terms of social class and urban typology. The focus of our study has to be found in educational relationships between caretakers and children: for this reason, thanks to the instruments of the Methodology Parents’ Pedagogy, educators and parents will be involved, with the function to exploit and to gather the narrations of the families’ educational itineraries, taking their experience about how they educate and how they have been educated. The comparison between participants’ life experiences will acquire the awareness of their own emotional educational competences. Afterwards, educational methods in management relationships between educators and children, as well as the awareness of the role they play in life skills development in early childhood, will be observed. The research will underline the contribution of the Methodology Parents’ Pedagogy in the strengthening of professional competence for childhood professionals and the role played by the educational relationship in the development of emotional competencies and life skills in early childhood.
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