Littérature scientifique sur le sujet « "competenze socio-emotive" »
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Articles de revues sur le sujet ""competenze socio-emotive""
Maiorano, Antonietta, et Daniela Pavoncello. « Valutare le competenze socio emotive nei contesti educativi : la proposta INAPP ». SICUREZZA E SCIENZE SOCIALI, no 2 (septembre 2022) : 224–43. http://dx.doi.org/10.3280/siss2022-002015.
Texte intégralFederico Dibennardo. « Il ruolo della prevenzione al bullismo nella progettazione per la scuola dell’infanzia ». IUL Research 2, no 4 (20 décembre 2021) : 141–58. http://dx.doi.org/10.57568/iulres.v2i4.173.
Texte intégralCunti, Antonia. « Le competenze socio-emotive nelle professionalitŕ della cura. Una ricerca esplorativa relativa al personale infermieristico ». EDUCATIONAL REFLECTIVE PRACTICES, no 1 (juin 2012) : 140–54. http://dx.doi.org/10.3280/erp2012-001009.
Texte intégralFrigerio, Alessandra, Elisa Ceppi, Michela Colasanto et Massimo Molteni. « Attaccamento e problemi emotivo-comportamentali in un campione infantile di bambini maltrattati ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 3 (avril 2010) : 117–33. http://dx.doi.org/10.3280/cdd2009-003006.
Texte intégralSignorelli, Alessia, Annalisa Morganti et Stefano Pascoletti. « Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills ». Form@re - Open Journal per la formazione in rete 21, no 3 (31 décembre 2021) : 41–58. http://dx.doi.org/10.36253/form-12127.
Texte intégralLappalainen, Pia Helena. « Industrial Leadership that Inspires Managerial Communication as an Emerging Pedagogical Focus in Engineering ». International Journal of Engineering Pedagogy (iJEP) 7, no 2 (19 mai 2017) : 142. http://dx.doi.org/10.3991/ijep.v7i2.6984.
Texte intégralLappalainen, Pia Helena. « Stirring up Engineers’ Systems Intelligence : A Case Study of Life-Philosophical Pedagogy ». International Journal of Engineering Pedagogy (iJEP) 7, no 3 (29 septembre 2017) : 61. http://dx.doi.org/10.3991/ijep.v7i3.7252.
Texte intégralBobrova, Maria V. « Nicknames in teaching Russian as a foreign language ». Russian Language Studies 20, no 1 (30 mars 2022) : 22–34. http://dx.doi.org/10.22363/2618-8163-2022-20-1-22-34.
Texte intégralFerreira, Ricardo Batista, Amanda Alves Fecury, Euzébio de Oliveira, Carla Viana Dendasck et Claudio Alberto Gellis de Mattos Dias. « Competenze socio-emotive nelle pubblicazioni nell’istruzione negli ultimi cinque anni : una breve rassegna ». Revista Científica Multidisciplinar Núcleo do Conhecimento, 18 janvier 2022, 131–45. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/formazione-it/socio-emotive.
Texte intégralde Sousa, Conceição Reis, et Ricardo da Costa Padovani. « Assertive skills : a comparison of two group interventions with Brazilian university students ». Psicologia : Reflexão e Crítica 34, no 1 (9 août 2021). http://dx.doi.org/10.1186/s41155-021-00188-7.
Texte intégralThèses sur le sujet ""competenze socio-emotive""
GUERRA, Elisa. « "Posso giocare anch'io ? Buone pratiche per favorire la socializzazione tra pari al nido d'infanzia" ». Doctoral thesis, 2014. http://hdl.handle.net/11562/703160.
Texte intégralThis research deepens educational strategies that early childhood educators use to improve peer socialization at childcare center (nido d’infanzia). Through descriptions of episodes, the research presents: educational strategies, reflections about these strategies and childhood theories that inspire education. In addition to initial review objectives, the research pursues objectives of transformative character (Mortari, 2009) and then helps educators to reflect (Schön, 1993) upon the practices that enact and on the intentionality that move them. The research question that guides this project has been: how do educators promote relational dynamics between peers? The data have been collected in twelve chilcare centers and a micronido. Eleven of these childcare centers are located in the province of Reggio Emilia, one in the province of Modena and the micronido in the city of Milan. Services are managed by municipal governments, a social cooperative and a company. Twenty-one early childhood educators (all women) have been involved: eight for the social cooperative, twelve for public service corporation and one for a private childcare center. The data collection has been structured in two phases: throughout the first phase a non-directive interview (Bichi, 2007) has been proposed with exploratory purposes; in the second phase, a semi-structured interview has been proposed (Bichi, 2007) in order to enhance those focuses that, from the literature and from the analysis of the first interviews, are found to be the most extensive meaning (Mortari, 2007). Two interviews have been conducted with each participant: a first in-depth interview and a second return interview. The data analysis has been done in two steps: the first step inspired by the concept of fusion of horizons (Gadamer, 2010); for the second step it has been used Moustakas’s (1994) eidetic- phenomenological method. Data analysis has produced three different coding systems: one for the first interviews and two for the second interviews. First interviews: the essential profile emerged is represented by macro-category: Creating a good climate. Second interviews: starting from first interviews results, these second interviews have deepened two different themes: how can educators create a good climate? And how can educators encourage peer mutual aid? The two essential profiles emerged from the second coding system are Slow down and Exercising in recognising others’ needs. A comprehensive reading of the second interviews has revealed a great deal of attention to the emotional child (Savio, 2003) and anything that includes the teacher-child relationship; it has also shown that there was a specific expertise developed by educators over the years: the ability to think in situation. Finally, starting from the idea of pedagogy as a empirical-eidetic-practical science (Bertolini, 1988), it has been conceived and designed an in-service training able to link results of data analysis and suggestions offered by literature. The in-service training proposed focuses on three main themes: implicit curriculum, reflective practice and emotional skills as base on which to develop social skills (Baumgartner, 2010; Denham, 2001).