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] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190954524 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Corres-Medrano%2C+Irune%22">Corres-Medrano, Irune</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> irune.corres@ehu.eus</i><br /><searchLink fieldCode="AR" term="%22Smith-Etxeberria%2C+Klara%22">Smith-Etxeberria, Klara</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Macía%2C+Patricia%22">Macía, Patricia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Etxaniz%2C+Alaitz%22">Etxaniz, Alaitz</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Feb2026, Vol. 34 Issue 1, p53-73. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+method+%28Teaching%29%22">Case method (Teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Maturation+%28Psychology%29%22">Maturation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Poor+children%22">Poor children</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22País+Vasco+%28Spain%29%22">País Vasco (Spain)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190954524 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1350293X.2025.2480811 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 53 Subjects: – SubjectFull: Public schools Type: general – SubjectFull: Educational change Type: general – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Case method (Teaching) Type: general – SubjectFull: Maturation (Psychology) Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Poor children Type: general – SubjectFull: País Vasco (Spain) Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Corres-Medrano, Irune – PersonEntity: Name: NameFull: Smith-Etxeberria, Klara – PersonEntity: Name: NameFull: Macía, Patricia – PersonEntity: Name: NameFull: Etxaniz, Alaitz IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1350293X Numbering: – Type: volume Value: 34 – Type: issue Value: 1 Titles: – TitleFull: European Early Childhood Education Research Journal Type: main |
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