Αναγνώριση και διαχείριση στοιχείων συναισθηματικής ανάπτυξης χαρισματικών παιδιών στο δημοτικό σχολείο. Μελέτη περίπτωσης.

Abstract

In Greek, general school classes, they usually attend charismatic students who, due to the lack of knowledge from teachers, are not adequately supported by specific pedagogical interventions, both cognitively and emotionally. The result of this approach is the emergence of emotional difficulties and often poor performance in lessons.

The aim of the work is to present, after observation in the classroom by the teacher, elements of emotional development to a charismatic student and ways of managing these elements positively influencing his emotional and social development

This is a case study of a class E student in a general class with special attributes of a charismatic child, based on the Silverman study (2002), such as: high performance in evaluation sheets of all cognitive subjects, particular observability, increased memory capacity and problem solving ability, rich vocabulary , Increased encyclopedic knowledge, a fast rhythm of learning and intense curiosity for new knowledge. However, he lacked interest in topics he knew, difficulty in the different learning habits of other students, impatience in explaining errors, which made communication difficult.

The learning and emotional needs deviated from a normal, normal class that required the application of a differentiated teaching to trigger interest in learning. Special attention was paid to emotional development by empathic empathy based techniques.