The IARA Model Proved Effective in Emotional Literacy, Characters Strengths Awareness, and Cohesion among Italian Children
Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one’s character strengths are demonstrated to i...
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| Autores principales: | , , , , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
MDPI AG
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/8ccd34b69dc9478e825ec8944acce642 |
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| Sumario: | Literature highlights how education in the twenty-first century begins to advocate multiple new concepts, such as new technology, new pedagogies, interdisciplinary curricula, open learning, etc. Among these concepts, the recognition and awareness about one’s character strengths are demonstrated to improve emotional management and individual/group’s quality of life. We studied three fifth-grade Italian classes using an emerging educational model called IARA to verify if it can truly improve emotional literacy, characters strengths awareness, and cohesion in ten-years children. To demonstrate its efficacy, we used Bloom’s Taxonomy and Sociogrammatic study. We proved that the IARA could be an efficient model to improve one’s character strengths and class milieu awareness. |
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