{"id":849,"date":"2018-06-20T10:52:50","date_gmt":"2018-06-20T10:52:50","guid":{"rendered":"https:\/\/eumoschool.eu\/?p=849"},"modified":"2018-08-24T12:08:54","modified_gmt":"2018-08-24T12:08:54","slug":"case-study-2-teachers","status":"publish","type":"post","link":"https:\/\/eumoschool.eu\/it\/case-study\/teachers-perspective\/case-study-2-teachers\/","title":{"rendered":"CASO STUDIO 2"},"content":{"rendered":"[et_pb_section bb_built=&#8221;1&#8243; fullwidth=&#8221;on&#8221; _builder_version=&#8221;3.6&#8243; background_color=&#8221;#7db6d2&#8243; next_background_color=&#8221;#ffffff&#8221; global_module=&#8221;654&#8243;][et_pb_fullwidth_post_title global_parent=&#8221;654&#8243; meta=&#8221;off&#8221; featured_image=&#8221;off&#8221; text_color=&#8221;light&#8221; _builder_version=&#8221;3.6&#8243; title_font_size=&#8221;45px&#8221; title_font_size_tablet=&#8221;30px&#8221; title_font_size_phone=&#8221;25&#8243; title_font_size_last_edited=&#8221;on|tablet&#8221; text_orientation=&#8221;center&#8221; custom_margin=&#8221;0px|||&#8221; custom_padding=&#8221;20px||20px|&#8221; animation_style=&#8221;fade&#8221; background_position=&#8221;top_left&#8221; background_repeat=&#8221;repeat&#8221; background_size=&#8221;initial&#8221;]\n<p>&nbsp;<\/p>\n[\/et_pb_fullwidth_post_title][et_pb_fullwidth_menu global_parent=&#8221;654&#8243; menu_id=&#8221;10&#8243; submenu_direction=&#8221;downwards&#8221; fullwidth_menu=&#8221;on&#8221; _builder_version=&#8221;3.6&#8243; background_color=&#8221;#2e6783&#8243; text_orientation=&#8221;center&#8221; background_layout=&#8221;dark&#8221;]\n<p>&nbsp;<\/p>\n[\/et_pb_fullwidth_menu][\/et_pb_section][et_pb_section bb_built=&#8221;1&#8243; fullwidth=&#8221;off&#8221; specialty=&#8221;off&#8221; prev_background_color=&#8221;#7db6d2&#8243;][et_pb_row][et_pb_column type=&#8221;4_4&#8243;][et_pb_text _builder_version=&#8221;3.6&#8243;]\n<table>\n<tbody>\n<tr>\n<td width=\"244\"><strong>Paese<\/strong><\/td>\n<td width=\"425\">Turchia<\/td>\n<\/tr>\n<tr>\n<td width=\"244\"><strong>Data\/Durata<\/strong><\/td>\n<td width=\"425\">Maggio 2017, a due settimane dall\u2019inizio del periodo di implementazione<\/td>\n<\/tr>\n<tr>\n<td width=\"244\"><strong>Soggetti interessati<\/strong><\/td>\n<td width=\"425\">Insegnante d\u2019asilo \u2013 lezioni sul tema dell\u2019amicizia<\/td>\n<\/tr>\n<tr>\n<td width=\"244\"><strong>Et\u00e0 degli studenti<\/strong><\/td>\n<td width=\"425\">Allievi di 6 anni<\/td>\n<\/tr>\n<tr>\n<td width=\"244\"><strong>Contesto<\/strong><\/td>\n<td width=\"425\">Scuola dell\u2019infanzia Camlica Doga<\/td>\n<\/tr>\n<tr>\n<td width=\"244\"><strong>Tematica trattata<\/strong><\/td>\n<td width=\"425\">\u00c8 connessa al tema dell\u2019espressione delle emozioni per gli alunni della scuola dell\u2019infanzia nel corso dell\u2019implementazione dell\u2019attivit\u00e0 legata al \u201ccartellino delle emozioni\u201d.<\/td>\n<\/tr>\n<tr>\n<td width=\"244\"><strong>Descrizione del caso studio<\/strong><\/td>\n<td width=\"425\">L\u2019insegnante stava lavorando all\u2019attivit\u00e0 \u201cil cartellino delle emozioni\u201d quando ha chiesto a una delle sue allieve di scegliere una carta che corrispondesse alle sue emozioni, per poi mostrarla ai compagni.<\/p>\n<p>Dopo aver guardato tutte le carte, la bambina si \u00e8 rifiutata di sceglierne una perch\u00e9 sosteneva che nessuna delle carte corrispondesse davvero al suo stato emotivo. Un\u2019affermazione piuttosto strana dal momento che la bambina in questione \u00e8 piuttosto riservata ed introversa. \u00a0Di solito, infatti, cerca di stare lontano dalle attivit\u00e0 di gruppo, mentre adesso era ansiosa di prendervi parte e di trovare il suo vero stato emotivo. L\u2019insegnante ha proposto una soluzione e chiesto alla bambina di disegnare una nuova carta e di mostrarla ai propri compagni. Ha, quindi, disegnato una faccia piuttosto annoiata. Il secondo giorno \u00e8 stata la prima a definire e a condividere le sue emozioni con i compagni.<\/p>\n<p>Grazie alle tecniche della Didattica delle Emozioni, gli studenti possono spiegare le ragioni alla base del loro stato emotivo ed indicarne la causa. Ci\u00f2 rende la descrizione pi\u00f9 razionale ed efficace. Gli allievi, inoltre, hanno imparato che non devono esprimere le loro emozioni solamente in momenti di esaltazione, ma devono vivere ed imparare a gestire anche le emozioni negative. In questo caso, l\u2019intento dell\u2019insegnante era quello di coinvolgere gli alunni in un\u2019attivit\u00e0 e di apportare dei piccoli cambiamenti, che si sono rivelati particolarmente importanti, poich\u00e9 hanno permesso ai suoi piccoli allievi di divenire consci dei loro sentimenti e di condividerli con altri.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]","protected":false},"excerpt":{"rendered":"<p>\u00c8 connessa al tema dell\u2019espressione delle emozioni per gli alunni della scuola dell\u2019infanzia nel corso dell\u2019implementazione dell\u2019attivit\u00e0 legata al \u201ccartellino delle emozioni\u201d.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[15],"tags":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v22.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CASO STUDIO 2 - EUMOSCHOOL<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/eumoschool.eu\/ro\/case-study\/teachers-perspective\/case-study-2-teachers\/\" \/>\n<meta property=\"og:locale\" content=\"it_IT\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CASO STUDIO 2 - EUMOSCHOOL\" \/>\n<meta property=\"og:description\" content=\"[:it]\u00c8 connessa al tema dell\u2019espressione delle emozioni per gli alunni della scuola dell\u2019infanzia nel corso dell\u2019implementazione dell\u2019attivit\u00e0 legata al \u201ccartellino delle emozioni\u201d. [:en]It is connected directly with the expression of the emotions for the pre-school students while teacher implementing the cards of emotion activity. [:de]Es ist direkt mit dem Ausdruck der Emotionen f\u00fcr die Vorschulkinder verbunden, w\u00e4hrend der Lehrer die Karten der emotionalen Aktivit\u00e4t umsetzt. [:hu]Az el\u0151k\u00e9sz\u00edt\u0151 oszt\u00e1lyban a gyerekek az \u00e9rzelemkifejez\u00e9sekkel dolgoznak az \u00c9rzelmek k\u00e1rty\u00e1i gyakorlat kapcs\u00e1n.[:tr]\u00d6\u011fretmen okul \u00f6ncesi \u00f6\u011frencilere y\u00f6nelik duygular\u0131n ifadesiyle do\u011frudan ba\u011flant\u0131l\u0131d\u0131r; \u00f6\u011fretmen ise duygu eylemi kartlar\u0131n\u0131 uygular.[:ro] Este conectat\u0103 de exprimarea emo\u021biilor de c\u0103tre pre\u0219colari, \u00een timp ce profesorul a implementat activitatea ecusonul emo\u021biilor. 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[:en]It is connected directly with the expression of the emotions for the pre-school students while teacher implementing the cards of emotion activity. [:de]Es ist direkt mit dem Ausdruck der Emotionen f\u00fcr die Vorschulkinder verbunden, w\u00e4hrend der Lehrer die Karten der emotionalen Aktivit\u00e4t umsetzt. [:hu]Az el\u0151k\u00e9sz\u00edt\u0151 oszt\u00e1lyban a gyerekek az \u00e9rzelemkifejez\u00e9sekkel dolgoznak az \u00c9rzelmek k\u00e1rty\u00e1i gyakorlat kapcs\u00e1n.[:tr]\u00d6\u011fretmen okul \u00f6ncesi \u00f6\u011frencilere y\u00f6nelik duygular\u0131n ifadesiyle do\u011frudan ba\u011flant\u0131l\u0131d\u0131r; \u00f6\u011fretmen ise duygu eylemi kartlar\u0131n\u0131 uygular.[:ro] Este conectat\u0103 de exprimarea emo\u021biilor de c\u0103tre pre\u0219colari, \u00een timp ce profesorul a implementat activitatea ecusonul emo\u021biilor. 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