Description
Those who work in schools know very well how important it is to feel good in the contexts in which the educational day is spent. Feeling good at school does not only depend on pleasant, well-organised spaces and quality materials specially designed for children's ages, but rather on the interpersonal relationships there. Adult-child and peer relationships are primary factors that give substance to feeling good. This possibility of well-being, consisting of sensitive, competent, helpful environments and people, is sometimes put to the test by oppositional children, who do not know how to regulate their emotions and behaviour, who are conflictual, less able to play alone than with others. These are children who need help, but their attitudes are not always easy to interpret, nor is it easy to interpret their deeper needs in the times and spaces shared by several children. Sometimes the key to some of their behaviour cannot be found and, faced with situations that are repeated without seeing solutions, educators can go into crisis and develop frustrations and malaise themselves. To support teachers in their daily educational work of accompanying the growth of the various children, numerous training actions are put in place to gain access to the latest psycho-pedagogical research and to learn about methodologies and intervention strategies.
This book stems from one of these training courses and becomes a support tool for teachers and educators of early childhood services who can find in it theoretical insights and practical indications to share with colleagues and interested parties, to give ever more shape and hope to that horizon of serenity to which all children have a right.
Physical Description: 158 p. ill. 24 cm
ISBN: 978-88-7702-423-7
Availability: Distribution for institutional purposes
For information and contacts: DIP. OF KNOWLEDGE