Представления учителей начальной школы о социально-эмоциональном развитии учащихся
Аннотация
Одна из задач современной школы, отраженная в разделах ФГОС, посвященных личностным и метапредметным образовательным результатам, состоит том, чтобы способствовать социальному и эмоциональному развитию учащихся. Социальное развитие предполагает освоение коммуникативных компетентностей и социальных норм, эмоциональное — формирование ответственности, навыков самоконтроля и саморазвития. Для операционализации этой сферы принято использовать понятие «социально-эмоциональные навыки». Их формирование происходит как в школе, так и за ее пределами, при этом в школе главным проводником их развития является учитель.
Цель исследования состояла в изучении представлений учителей начальной школы о социально-эмоциональных навыках детей и системы практик по их развитию в начальной школе. Для этого последовательно проведены качественное и количественное исследования. В двух фокус-группах приняли участие 13 учителей начальной школы. На основании результатов обсуждения разработан «Опросник представлений учителей о социально-эмоциональных навыках», с помощью которого опрошены 144 учителя начальной школы. Установлено, что, несмотря на отсутствие в школах системного подхода к развитию социально-эмоциональных навыков у детей, учителя осознают значимость таких навыков, в частности умения ставить цели и добиваться их достижения, умения работать вместе с другими, для адаптации к школе и будущей успешности как в школе, так и в жизни.
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