{"id":14919,"date":"2026-04-12T14:54:20","date_gmt":"2026-04-12T11:54:20","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=14919"},"modified":"2026-04-27T10:41:33","modified_gmt":"2026-04-27T07:41:33","slug":"educatia-emotionala-in-contextul-scolar","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/educatia-emotionala-in-contextul-scolar","title":{"rendered":"Educa\u021bia emo\u021bional\u0103 \u00een contextul \u0219colar"},"content":{"rendered":"

Sistemele educa\u021bionale s-au concentrat mult timp \u00een principal asupra disciplinelor matematice \u0219i lingvistice, \u00een timp ce domenii greu de m\u0103surat, dar importante, precum artele sau \u00eenv\u0103\u021barea socio-emo\u021bional\u0103, au fost marginalizate. Totu\u0219i, \u00een ultimele trei decenii, odat\u0103 cu apari\u021bia teoriei inteligen\u021belor multiple \u0219i a conceptelor de inteligen\u021b\u0103 \u0219i competen\u021b\u0103 emo\u021bional\u0103, au \u00eenceput s\u0103 fie tot mai valorizate acele abilit\u0103\u021bi fundamentale pentru \u00eenv\u0103\u021bare, precum competen\u021bele emo\u021bionale \u0219i sociale. Educa\u021bia secolului XXI nu ar trebui s\u0103 se concentreze doar pe ceea ce \u00eenva\u021b\u0103 elevii, ci \u0219i pe modul \u00een care ace\u0219tia tr\u0103iesc \u00eempreun\u0103 cu ceilal\u021bi \u0219i \u00ee\u0219i gestioneaz\u0103 emo\u021biile \u0219i rela\u021biile. Recunoa\u0219terea \u0219i reglarea emo\u021biilor, precum \u0219i men\u021binerea rela\u021biilor sociale sunt esen\u021biale pentru ca elevii s\u0103 aib\u0103 succes nu doar \u00een \u0219coal\u0103, ci \u0219i \u00een via\u021b\u0103. Numeroase cercet\u0103ri arat\u0103 c\u0103 programele educa\u021bionale care iau \u00een considerare educa\u021bia emo\u021bional\u0103 \u0219i social\u0103 influen\u021beaz\u0103 pozitiv rela\u021biile sociale ale elevilor, motiva\u021bia acestora, prevenirea comportamentelor problematice \u0219i al\u021bi factori importan\u021bi. Unele studii sugereaz\u0103 c\u0103 dezvoltarea competen\u021belor emo\u021bionale poate avea un impact pozitiv nu doar asupra rela\u021biilor sociale ale elevilor, ci \u0219i asupra performan\u021belor lor academice, deoarece sprijin\u0103 procesul de \u00eenv\u0103\u021bare \u0219i gestionarea rela\u021biilor. \u0218colile ar trebui s\u0103 se concentreze pe dezvoltarea holistic\u0103 a elevilor \u0219i s\u0103 ia \u00een considerare \u0219i dimensiunea emo\u021bional\u0103 (L\u00f3pez-Cass\u00e0 et al., 2021). <\/p>\n

Literatura de specialitate \u00eemparte dezvoltarea \u00een\u021belegerii emo\u021biilor la copii \u00een trei etape. \u00centre 3 \u0219i 5 ani, copiii sunt capabili s\u0103 recunoasc\u0103 emo\u021biile de baz\u0103, precum fericirea, triste\u021bea sau furia, \u0219i \u00een\u021beleg c\u0103 acestea apar ca urmare a unor evenimente sau situa\u021bii externe. \u00centre 5 \u0219i 7 ani, copiii ajung s\u0103 \u00een\u021beleag\u0103 \u0219i cauzele interne, mentale, precum g\u00e2ndurile sau dorin\u021bele, care pot genera anumite emo\u021bii. Etapa cea mai avansat\u0103 apare \u00eentre 7 \u0219i 9 ani, c\u00e2nd copiii devin capabili s\u0103 \u00ee\u0219i controleze emo\u021biile, adic\u0103 nu doar le recunosc \u0219i le \u00een\u021beleg, ci le pot \u0219i regla reac\u021biile la acestea. Aceast\u0103 dezvoltare \u00eei ajut\u0103 s\u0103 gestioneze mai bine stresul \u0219i provoc\u0103rile emo\u021bionale \u0219i s\u0103 construiasc\u0103 rela\u021bii sociale mai s\u0103n\u0103toase (Saltzman et al., 2018).<\/p>\n

Procesul dezvolt\u0103rii emo\u021bionale este str\u00e2ns legat de alte aspecte ale dezvolt\u0103rii copilului, \u00een special de dezvoltarea cognitiv\u0103, precum \u0219i de procesele de maturizare biologic\u0103 \u0219i cerebral\u0103. Abilit\u0103\u021bi emo\u021bionale precum empatia sau reglarea emo\u021biilor \u00eencep s\u0103 se dezvolte \u00eenc\u0103 din copil\u0103ria timpurie. \u00cen perioada pre\u0219colar\u0103, dezvoltarea emo\u021biilor sociale atinge un punct culminant, iar atunci apar sentimente precum nesiguran\u021ba, modestia, gelozia, invidia, m\u00e2ndria \u0219i \u00eencrederea \u00een sine, care contribuie la capacitatea copilului de a se compara cu ceilal\u021bi (Goleman, 2024).<\/p>\n

Odat\u0103 cu intrarea copilului \u00een mediul social mai larg al \u0219colii, acesta p\u0103trunde \u0219i \u00een lumea compara\u021biilor sociale. Aceste compara\u021bii nu sunt doar rezultatul schimb\u0103rilor externe, ci \u0219i al apari\u021biei unei noi capacit\u0103\u021bi cognitive. Copilul devine capabil s\u0103 se compare cu ceilal\u021bi \u00een func\u021bie de anumite caracteristici, precum popularitatea sau diferite abilit\u0103\u021bi (de exemplu, \u00eendem\u00e2narea la skateboarding). La aceast\u0103 v\u00e2rst\u0103, dac\u0103 o feti\u021b\u0103 are o sor\u0103 mai mare care ob\u021bine mereu rezultate excelente, ea poate ajunge u\u0219or s\u0103 simt\u0103 c\u0103 r\u0103m\u00e2ne \u00een urm\u0103 \u0219i c\u0103 nu este suficient de inteligent\u0103 sau talentat\u0103 (Goleman, 2024).<\/p>\n

Perioada de \u00eenceput a vie\u021bii \u0219colare, \u00een special debutul \u0219colii primare \u0219i tranzi\u021bia dintre \u00eenv\u0103\u021b\u0103m\u00e2ntul primar \u0219i cel secundar, reprezint\u0103 dou\u0103 dintre cele mai critice momente ale adapt\u0103rii copiilor. \u00centre 6 \u0219i 11 ani, \u0219coala constituie o experien\u021b\u0103 esen\u021bial\u0103, care influen\u021beaz\u0103 semnificativ adolescen\u021ba \u0219i via\u021ba ulterioar\u0103. \u00cen aceast\u0103 perioad\u0103, performan\u021ba \u0219colar\u0103 influen\u021beaz\u0103 profund stima de sine a copilului. Copiii care nu au succes la \u0219coal\u0103 pot intra \u00een procese autodistructive, care le afecteaz\u0103 negativ \u0219ansele viitoare. Pentru eficien\u021ba educa\u021biei, este esen\u021bial ca elevii s\u0103 fie capabili s\u0103 am\u00e2ne satisfacerea dorin\u021belor, s\u0103 ac\u021bioneze responsabil \u00een situa\u021bii sociale, s\u0103 \u00ee\u0219i controleze emo\u021biile \u0219i s\u0103 priveasc\u0103 viitorul cu optimism \u2013 toate acestea fiind fundamentate pe dezvoltarea inteligen\u021bei emo\u021bionale (Goleman, 2024).<\/p>\n

\u00cen prezent, c\u00e2nd via\u021ba de familie ofer\u0103 din ce \u00een ce mai rar un cadru stabil pentru copii, \u0219coala devine locul unde comunitatea poate compensa lipsurile \u00een dezvoltarea emo\u021bional\u0103 \u0219i social\u0103. Deoarece aproape to\u021bi copiii particip\u0103 la educa\u021bia \u0219colar\u0103, cel pu\u021bin \u00een primii ani, \u0219coala ofer\u0103 oportunitatea de a dob\u00e2ndi competen\u021be esen\u021biale de via\u021b\u0103, pe care altfel nu le-ar putea \u00eenv\u0103\u021ba (Goleman, 2024).<\/p>\n

Goetz \u0219i colaboratorii (2021) au constatat c\u0103 at\u00e2t calitatea rela\u021biilor, c\u00e2t \u0219i experien\u021ba emo\u021bional\u0103 sunt factori importan\u021bi \u00een mediile de \u00eenv\u0103\u021bare. Studiul lor a analizat impactul unui program \u0219colar desf\u0103\u0219urat pe parcursul a 10 sesiuni, destinat dezvolt\u0103rii competen\u021belor emo\u021bionale ale copiilor. Programul a avut ca scop \u00eembun\u0103t\u0103\u021birea recunoa\u0219terii \u0219i gestion\u0103rii emo\u021biilor, precum \u0219i facilitarea integr\u0103rii \u00een comunitatea \u0219colar\u0103. Participan\u021bii au fost \u00eemp\u0103r\u021bi\u021bi \u00een dou\u0103 grupuri: unul care a participat la program \u0219i unul de control. Activit\u0103\u021bile au inclus desen \u0219i exerci\u021bii de recunoa\u0219tere a emo\u021biilor, pentru a evalua progresul competen\u021belor emo\u021bionale \u0219i al rela\u021biilor sociale. Rezultatele au ar\u0103tat c\u0103 elevii care au participat la program au recunoscut mai bine emo\u021biile \u0219i au dezvoltat rela\u021bii mai bune cu colegii, suger\u00e2nd importan\u021ba educa\u021biei emo\u021bionale pentru bun\u0103starea \u0219i succesul \u0219colar (La Grutta et al., 2022).<\/p>\n

Bibliografie<\/strong><\/em><\/p>\n

L\u00f3pez-Cass\u00e0, E., Barreiro Fern\u00e1ndez, F., Oriola Requena, S., & Gustems Carnicer, J. (2021).\u00a0Emotional education and well-being in the educational context<\/em>. Frontiers in Psychology, 12, 673507.\u00a0https:\/\/doi.org\/10.3389\/fpsyg.2021.673507<\/a><\/p>\n

Saltzman, J. A., Fiese, B. H., Bost, K. K., & McBride, B. A. (2018).\u00a0Development of emotion understanding in early childhood<\/em>. Social Development, 27(2), 1\u201317.\u00a0https:\/\/doi.org\/10.1111\/sode.12268<\/a><\/p>\n

La Grutta, S., Epifanio, M. S., Piombo, M. A., Alfano, P., Maltese, A., Marcantonio, S., Ingoglia, S., Alesi, M., Lo Baido, R., & Mancini, G. (2022).\u00a0Emotional competence and school adjustment in children: Effects of a school-based program<\/em>. International Journal of Environmental Research and Public Health, 19(3), 1452.\u00a0https:\/\/doi.org\/10.3390\/ijerph19031452<\/a><\/p>\n

Goleman, D. (2024).\u00a0\u00c9rzelmi intelligencia<\/em>. Open Books.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Sistemele educa\u021bionale s-au concentrat mult timp \u00een principal asupra disciplinelor matematice \u0219i lingvistice, \u00een timp ce domenii greu de m\u0103surat, dar importante, precum artele sau \u00eenv\u0103\u021barea socio-emo\u021bional\u0103, au fost marginalizate. Totu\u0219i, \u00een ultimele trei decenii, odat\u0103 cu apari\u021bia teoriei inteligen\u021belor … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2260,783,1817,2133,1587],"tags":[2313],"class_list":["post-14919","post","type-post","status-publish","format-standard","hentry","category-abilitati-non-cognitive","category-educatie-sociala-si-emotionala","category-inteligenta-emotionala","category-studiu-de-specialitate","category-succes-scolar","tag-timea-szigeti"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14919","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=14919"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14919\/revisions"}],"predecessor-version":[{"id":15017,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14919\/revisions\/15017"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=14919"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=14919"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=14919"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}