School is the natural place for the development of knowledge but knowledge, thinking and learning are essentially impregnated with affectivity, which is a psychological function that regulates the healthy development of personality, the feeling of authenticity and the individual critical thinking. School is also an institution made of group-set where everything takes place in a group format and the class may be considered as a special group. For those reasons, the development of emotional awareness and of inclusive classroom is central elements of learning. This study aimed to investigate the influence of emotional awareness and the quality of class inclusion on school learning, to promote both emotional awareness and class inclusion through some group activities. It is a five years cross-sectional and longitudinal study design. The participants were 920 children (40 classes) aged between 6 and 12. In 8 classes there were group activities to improve emotional awareness and inclusion in classroom. Pictures of Facial Affect (Ekman, 1972), "Tecnica delle storie disegnate" (Trom-bini, 1994), "Disegno della classe" (Quaglia, Saglione, 1990), Coloured Progressive Matrices di J.C. Raven (CPM, 1981, tr. it. 1996) were administered at baseline and at retest both to the experimental groups and to the control groups. Results have shown that participating in group activities on affective development im-proves emotional awareness and the level of class inclusion; emotional awareness, problem solving skills, level of inclusion in class and female gender have influence on writing and speaking Italian. In conclusion, it emerges that these group activities improved psychological, emotional and cognitive development.
|Numero di pagine||12|
|Rivista||PSICOLOGIA DI COMUNITÀ|
|Stato di pubblicazione||Published - 2018|