We propose a project based on emotional education. We have detected an increasing need to work on aspects related to the emotional development of our students. our students are all primary school students and the age group is 7/10 and totally aabout 200 students will participate into the project with their parents written authorization. our methodology will be coopereative & collobareative learning ,Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project. In society nowadays children are sometimes over stimulated. They receive a great deal of information from many different sources. Education is increasingly orientated at the technical and quantitative aspects of learning. The time dedicated to interpersonal relationships is less and less important in children's everyday lives. The current life and learning rhythm that our society imposes leaves aside a wide range of traditional values that used to be transmitted through social interaction, imitation of how to relate to each other and play as an irreplaceable means of learning. We are faced with models based on individuality and a gradual shifting of the family as the main generator of emotional and behavioural learning. Therefore as a school we are challenged to transmit these basic values from our daily classroom routines. We take this educaiton in the view of different subtopics of emotional education theser topics are cooperation, empathy, Social Initiation, emotional regulations In primary classrooms there is a rich and innovative work plan that is carried out on a daily basis in an integrated way that helps students construct their personality, and identify and control their personal emotions and those of others. But, unfortunately once they begin the stage of primary education the high level of expectations and demands of our educational system drive our teachers to abruptly interrupt all this work pushing emotional education into the background. Despite the fact the curriculum acknowledges the importance of emotional aspects, in practice we are left with little or no time to fulfil our mentoring satisfactorily. Teachers lack time to relate with their students and help them develop the basic values of coexistence, empathy and respect for oneself and towards others. We aim at investigating through practice and impact on the training of our teaching staff in the different aspects related to emotional education. In this respect we are willing to develop and implement a programme that will involve the whole educational process of our students and in a way in which students cohesively and transversally can take advantage of the many opportunities offered to them on a daily basis in the school context to bring these aspects to life giving them the importance they deserve as an integral part of our educational strategies. We are aware of the fact that the expectations of the current educational programmes reduce and considerably condition the time we have to carry out the objectives that we are considering in this project. Our intention is to optimise the resources that are available to us (time, material, organisational...) in order to carry it out in a realistic and practical manner.
The project “Emotions in Education” is about the emotional education of children in our schools. We have found this topic to be relevant to our students and necessary to address. As a school, we offer children not only education, but also upbringing. This includes emotional education, such as self-worth, independence, cooperation and empathy. There should be space for these topics in lessons and everyday school life. Through the project, the relevance becomes clear and practical teaching methods and materials facilitate the implementation. During our project, the Covid-pandemic started. This severely limited the planning and implementation of the project. There were closures and restrictions in the facilities as well as restrictions on travel. Due to the uncertain course of the pandemic, there were planning uncertainties and slowed down processes in the project. But it is precisely because of the pandemic that the importance of the issue has increased. Since the beginning of the pandemic, the educators have observed more abnormalities in the children's emotions. An intensive examination of the topic seems to have become even more important. The work on the project was seen as even more valuable for the institutions and was followed with interest. Our project goal was to further develop the different aspects of emotional education. Concepts should be developed and implemented in which pupils deal with emotions - with their own feelings: "What do I feel? What happens to me when I have feelings? How can I name what I feel? How can I deal with my feelings?" etc. and the feelings of others: "What does the other person feel? How can I recognize the feelings of others? What does the other person need?” From the school context, the pupils carry their competences further into everyday life. During the activity in Turkey in Nov. 2019, all partner schools worked out basic procedures and agreed on a work plan. In each 2-month period, emotional themes were addressed, e.g. love-hate, confidence-fear, etc. In Feb. 2022, at the workshop with art therapist L. Barbera, there was theoretical input and practical exercises. Topics included "Emotional Intelligence", practical exercises including "Wheel of Emotions", making masks. In Spain in March 2022, we learned how the topic of emotions is taught in class. For example, there is a unit called "emotions in motions" in physical education. Through music, the pupils discover feelings. It was presented what is already being implemented at the school: e.g. Emotions Corner, Emotions Library for teachers. In June 2022 in Germany, the countries presented different ways of dealing with emotions in the classroom in workshops. Germany: teaching examples (feelings & colors) - Keath Haring; prevention program "Faustlos". Spain: Dealing with Calm Corners in classrooms, Calm Bottles. Turkey: Recognition of feelings and implementation in the classroom in station work. The participants learned about aspects of "Emotions in Education" from the experiences of the other countries. The practice-oriented workshops can be implemented directly in the classroom. As a result of the project, the focus was on the exchange of classroom actions in the individual countries. The concepts and methods were collected and documented. An online platform was set up where all previous and future project activities are stored. In this way, a pool of materials will be created and expanded over time. “Emotion corners" were set up in the schools to make the topic accessible to all. A book and material corner will be set up for the school's pedagogical staff. A long-term benefit is expected. The participants serve as multipliers for their educational institutions and present the project to their college. The topic will become an integral part of everyday school life for all participants. The project created awareness of the issue. Through this, the pupils deal intensively and continuously with feelings, they are strengthened in their personality and independence. This can help them to better deal with difficult situations and the strong emotions associated with them. Strong children become strong and self-confident adults who can be a valuable part of society. In the second step, pupils develop empathy. These competences contribute to the children's interaction with each other becoming better. In the long run, this is a better way for adults to treat each other. This prevents divisions and strengthens cohesion. At school, in the country and in Europe as a whole.