The role of active methodologies in the socio-emotional development of children at risk: a case study in 3 public schools in the Basque Country.
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| Title: | The role of active methodologies in the socio-emotional development of children at risk: a case study in 3 public schools in the Basque Country. |
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| Authors: | Corres-Medrano, Irune1 (AUTHOR) irune.corres@ehu.eus, Smith-Etxeberria, Klara1 (AUTHOR), Macía, Patricia1 (AUTHOR), Etxaniz, Alaitz2 (AUTHOR) |
| Source: | European Early Childhood Education Research Journal. Feb2026, Vol. 34 Issue 1, p53-73. 21p. |
| Subject Terms: | *Public schools, *Educational change, *Inquiry-based learning, *Case method (Teaching), *Maturation (Psychology), *Qualitative research, *Poor children |
| Geographic Terms: | País Vasco (Spain) |
| Abstract: | The objective of this study is to analyse the role of active methodologies in primary school children´s socio-emotional needs. A case study was carried out involving 144 children aged between 7 and 8 years, alongside 19 teachers and members of the school leadership teams, which were selected from three schools with a high degree of social segregation. A qualitative methodology through semi-structured interviews, focus groups and observations was conducted. The results showed that one of the most notable benefits of active methodologies in children's socio-emotional development is the belonging to the group. This provides children with protection and contributes to the construction of their identity. To achieve this objective, teachers use different techniques such as Learning Corners or Interactive Groups. Thus, this study describes the inclusion of socio-emotional development processes in active methodologies, as a pedagogical innovation or methodological transformation of particular schools, so this should not be considered a paradigm shift in education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The objective of this study is to analyse the role of active methodologies in primary school children´s socio-emotional needs. A case study was carried out involving 144 children aged between 7 and 8 years, alongside 19 teachers and members of the school leadership teams, which were selected from three schools with a high degree of social segregation. A qualitative methodology through semi-structured interviews, focus groups and observations was conducted. The results showed that one of the most notable benefits of active methodologies in children's socio-emotional development is the belonging to the group. This provides children with protection and contributes to the construction of their identity. To achieve this objective, teachers use different techniques such as Learning Corners or Interactive Groups. Thus, this study describes the inclusion of socio-emotional development processes in active methodologies, as a pedagogical innovation or methodological transformation of particular schools, so this should not be considered a paradigm shift in education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1350293X |
| DOI: | 10.1080/1350293X.2025.2480811 |
