Οι τεχνικές που χρησιμοποιούν οι παιδαγωγοί προσχολικής ηλικίας για την ανάπτυξη της συναισθηματικής νοημοσύνης με βάση το ΔΕΠΠΣ και τα αναλυτικά προγράμματα σπουδών.

Abstract

Many Researchers have been investigated intelligence as a set of skills (Anastasi & Urbina, 1997. Ebel, 1980. Binet & Simon, 1916. Stoddard, 1943. Freeman, 1955. Wechsler, 1958. Das, 1973. Humphreys, , 1983, Sternberg, 1986), who emphasized the importance of researching the teaching methodology for the development of emotional intelligence in preschool children. In recent years, pedagogical theory and practice on emotional intelligence is a field of intense research interest, largely due to theories of Gardner and Goleman. The purpose of this research is to collect research data on the techniques used by preschool pedagogues to develop emotional intelligence based on DEPP and Curriculums. For this purpose, a qualitative approach was used. More specifically, it was conducted a case study. For the collection of qualitative data, was used the methodology of the semi-structured interview in five pre-school teachers, as well as the semi-structured observation of a kindergarten class which lasted two months. The combination of the methodological techniques has enabled methodological triangulation to be explored on a multifaceted basis and to provide reliable and valid findings. According to the results obtained through the quality method, teachers use multiple methods for the development of emotional intelligence, such as group collaboration, project, socio-emotional development games, acquaintances, plenary sessions and co-operation. In addition, teachers' views on DEPPS and curricula revealed their necessity, however, they argued that more emphasis should be placed on emotional intelligence and that the indicative activities are more detailed and detailed. It was also found that they use all the dimensions of emotional intelligence (self-awareness, self-control, self-control, conscientiousness), without focusing only on a dimension. Based on the results, you conclude that educators are aware of DEPP and curricula, but they are not sufficiently trained to adequately cope with their educational work. Several have expressed their desire to learn at the level of didactic methodology and exploitation of emotional intelligence, which on the basis of surveys has beneficial effects on children throughout the later life as adults.