SOCIAL-EMOTIONAL EDUCATION PROGRAM FOR CHILDREN AGED 4 TO 11 – THE BEHAVIOR FAIRY

• DOI: https://doi.org/10.22533/at.ed.5584122403047

• Palavras-chave: Fairy tale; Soft Skills; Socio-emotional Education

• Keywords: Fairy tale; Soft Skills; Socio-emotional Education

• Abstract:

  The study of emotions and the affective formation of individuals expands the understanding of how it is possible for affectivity to be managed in a way that enhances healthy development, based on balanced social interactions. Therefore, it is extremely important for individuals and society that socio-emotional education and care for emotional skills are prioritized in the first years of life. This report aims to add to the literature experiences in working on socio-emotional skills with children and also highlight their benefits. 12 workshops were held in a private school in the interior of São Paulo, with 29 children enrolled in the morning and afternoon sessions. The meetings were structured weekly based on the analysis of group demand and based on enchantment and storytelling, specifically the story “The Behavior Fairy”. It was possible to notice the children's identification with the characters, due to the humanized aspect of each of them, and that they began to serve as auxiliary egos, making it easier for children to express their emotions and share them with the group, generating empathy and resilience. The work was structured on three levels: workshops with children, Continuing Training for educators and Parental Mentoring. It was concluded that the benefits of working with socio-emotional skills, based on stories and creative games, included becoming an effective strategy for students' success, providing a significant improvement in academic skills, improving self-control, cooperation, problem solving, self-knowledge and perception and respect for others, as well as reducing conflicts between students and existing bullying. Furthermore, the work carried out favored the maintenance, by the educators, of assertive management of the group as a whole, thus culminating in the development of a Socio-Emotional Education Program.