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Identifier 000421580
Title Ένα πιλοτικό πρόγραμμα αξιοποίησης της τέχνης για την ενίσχυση της κοινωνικό-συναισθηματικής αγωγής των παιδιών πρώτης σχολικής ηλικίας μέσα από το αναλυτικό πρόγραμμα του σχολείου
Alternative Title An art based pilot intervention program to enhance the social and emotional learning of early school age children through the school curricular
Author Φαραντάκη, Πολυξένη
Thesis advisor Κουρκούτας Ηλίας
Reviewer Κυπριωτάκη Μαρία
Ματσόπουλος Αναστάσιος
Abstract Last decade has seen many changes in most educational systems internationally, whichlead to the inclusion of an increasing number of social and emotional learning (SEL) programs in primary and secondary education (Humphrey, 2013), in order to accommodate the needs of a growing number of children with social, emotional, behavioural and mental problems and develop their coping mechanisms that can contribute to their inclusion and general well-being (Centers for Disease Control & Prevention, 2013). Many research findings suggest strong coπelations between social, emotional and academic skills and the participation in SEL programs which in turn has led to the development of this particular research area. (Durlak, Weissberg, Dymicki, Taylor, & Schellinger, 2011; January, Casey, & Paulson, 2011; Sklad, Diekstra, Ritter, & Ben, 2012). The purpose of this particular action research pilot study is to assess the implementation and impact of an art-based SEL program in terms of improving the social and emotional skills of the participating first grade students (Ν=21) and consideήng a possible decrease in their mental health problems. Another important aspect of the study is to consider the program's effectiveness in terms of including children with difficulties and special needs socially and at school level. Therefore, the Strengths and Difficulties Questionnaire (SDQ) was applied as a pre and post test (Godman, 1997) and the collected data was statistically analysed by the SPSS program. Additional qualitative data was obtained, through personal observation and interview with the class teacher and an impartial research partner/observer. The research results revealed statistically significant changes in the students' mean scores οη the SDQ after the intervention took place, which could be attributed to the statistically significant improvement of their social and emotional skills, the enhancement of the classroom environment and finally the social inclusion of students with difficulties and special needs.
Language Greek
Subject Class environment
Emotional skills
Social and emotional learning (SEL)
Social skills
Students with special needs and difficulties
Κλίμα σχολικής τάξης
Κοινωνικές δεξιότητες
Κοινωνική και συναισθηματική μάθηση
Μαθητές με ειδικές εκπαιδευτικές ανάγκες και δυσκολίες
Συναισθηματικές δεξιότητες
Issue date 2019-01-23
Collection   School/Department--School of Education--Department of Primary education--Post-graduate theses
  Type of Work--Post-graduate theses
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