EMOTIONAL EMPATHIC PROXIMAL LEARNING EDUCATIONAL ENVIRONMENT, PEARL“

Grant Agreement No. Nr. 2018-1-IT02-KA201-048515

Free European Online Project’s Training course

 

The Erasmus+ KA201 project  PEARLEmotional Empathic Proximal Learning-Educational Environment is a project that aims to develop and validate an educational model, innovative and replicable at an international level, aimed at the very first childhood, 0 – 6 years, which favors the growth of children through an empathic and emotional proximal learning educational environment based on group activities. The project has a completely experimental character and aims to create and validate a new inclusive educational model based on concrete and solid neuro-psycho-pedagogical theoretical foundations, integrating academic research (theories of Vygotskij, Piaget, Montessori, metacognitive pedagogy, proximal learning, co -structural, environmental and relational constructivism) with modern educational strategies including peer education, cooperative learning, constructivism and with the use of information and Clementoni ( partner of the project)  robotics technologies (in particular for the 3-4 and 5-6 years age group). Robotics is used as a tool for inclusion and open communication strategies and especially for the development of relational and emotional skills, thanks to its use in small group activities. For the age group from 0 to 2 years, the possibility of using simpler robots dedicated to these children has been excluded and have been selected other strategies. Therefore, for this age group, the creation of the empathic and emotional proximal educational environment will take place mainly through activities related to nature and respect for the environment, such as developing the internalization of the sense of eco-systemic belonging with the world. The PEARL model places the group, peer relations, and the development of empathetic emotions at the center of its action for the creation of a proximal learning space that favors a correct approach to robotics technologies as educational and learning tools. In the relationship with peers, the child can take on different roles and is called to cooperate in the small group and to agree by learning to take the other’s point of view (Piaget 1932), developing cooperation and sharing skills. The group relationship does not only lead to empathic emotional development but also to cognitive one: the solution of problems, reached in a shared way, is internalized as the content of thought (“genetic law of cultural development” Vygotskij 1934). The methodologies developed by the project will pay particular attention to the inclusion of all children beyond their talents, potential, personal difficulties, or disabilities.

OBJECTIVES OF THE TRAINING COURSE

The PEARL project aims to develop, test, and validate an innovative and high-quality educational model for the development of an educational environment of emotional and empathetic proximal learning in the age range from 0 to 6 years that can be replicated at the European level. The model to be developed will lay solid scientific and theoretical foundations in the neurological development of the child and in pedagogy through educational strategies for the development of prosocial skills with the use of robotics and new technologies. The course is free and open to every teacher that is aiming to pilot the pedagogical strategy in its school. The strategy is differentiated by age groups: 0-2 years old, 3-4 years old, and 5-6 years old. It includes the participation of disabled children, analyzing and assessing the shift of communication strategies.

To participate in the training course please fill the attending form:   Join the course

At the end of the course, the participants will be followed to test the methodology in their schools or institutions in order to collect proper feedback and improve the methodology itself.

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Modules/ General description of the contents

Partner

Date/ Time

1
  • The environment of proximal development and educational emotions.

How the group and the relational environment influence emotional and cognitive development. The importance of creating an empathic emotional learning environment.

  • Robots in Early Education. The potential of the educational robotics with children: cognitive and relational aspects.

Polo Europeo della Conoscenza (Italy)

Consejería de Educación. Junta de Castilla y León (Spain)

11th March, 2021

16.30–17.30 (ROME time)

 

 

 
2
  • Observation of the group dynamics. Verbal and non-verbal communication, relational dynamics, hidden conflicts, and inclusion/exclusion behaviors.
  • Assigning roles. The meaning of a role in the relational dynamics, how to assign roles.

Polo Europeo della Conoscenza (Italy)

Panevėžio rajono švietimo centras (Lithuania)

12th  March, 2021

16.30–17.30 (ROME time)

 
   
3
  • The influence of teacher’s expectations on activities’ results / the importance of letting children make mistakes. The importance of children’s “trial and error” phase in the enhancement of divergent thought, problem-solving abilities, group communication, inclusion, and expression of personal potential.

  • Inclusion of the disability. How to promote inclusion from a very early age through an emotional proximal learning environment.

Gazi University (Turkey)

Polo Europeo della Conoscenza (Italy)

23rd March 2021

16.30–17.30 (ROME time)

 

 

 

4

Assessment and methodology. Piloting strategies, and assessment scientific methodology.

Gazi University (Turkey)

25th March 2021

16.30–17.30 (ROME time)

 

 

 

5

Organization of the piloting and creation of the network

Polo Europeo della Conoscenza (Italy) 14th April 2021
17.00-19-00(Rome time)
 

   

 
 

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