| الملخص (بالإنجليزية): |
Educational systems, and school units, are required to deal with a wide range of challenges, and subsequently establish and meet the conditions and requirements that will allow the provision of effective and multifaceted support to all students, without any discrimination or exclusion. One such challenge refers to dealing with the situation that has arisen as a result of the Covid 19 pandemic, which has brought about rapid change in the teaching process, as well as in the everyday life of both children and adolescents in general. A large part of the research, that has been conducted over the past two years, was focused on investigating and highlighting the effects of the pandemic on the psycho-emotional development of children and adolescents. Research findings in international literature support the negative impact that the pandemic has had on the psycho-social, cognitive, and physical development of children at all levels of education. A common theme in the findings of research that has been conducted, is the fact, that the pandemic has affected students who showed increased levels of stress, anxiety, and fear, as well as difficulty in concentrating, and also irritability, nervousness, and strong emotions of loneliness, as a result of social distancing. In some cases, symptoms of depression were also developed, with the risk being much higher in cases of children diagnosed with a psycho-pathological disorder, as well as in cases of children with special educational needs. Another point of concern for the scientific world, and which, in turn, makes it imperative to take measures to support students, is the issue that refers to the longterm consequences that the pandemic can have, on the quality of life and well-being of children during their transition to adulthood. In an attempt to mitigate the behavioral and emotional difficulties faced by students, it is an imperative need to consider it as top priority to support children and adolescents, who are more vulnerable in situations of crisis. Finding and identifying the consequences of the pandemic on the psycho-emotional development of children can play a key role in taking measures, in order to strengthen the mental resilience of students, since this concept is inextricably linked to the ability of an individual to deal with adverse situations and traumatic experiences in the best way possible. As it emerges by conducting a literature review, it is essential that both school units and teachers proceed with a methodical approach and taking systematic action aimed at providing multi-level support to the student population, in order for children to be able to manage, control, and regulate their emotions. I.e., it is acknowledged, that a return to normality cannot be achieved, unless the adoption of certain practices takes place first, in order to equip students with all those skills that will enable them to manage change that has occurred within the context of the teaching process, as well as in their everyday life. The psycho-educational activities, that are aimed at strengthening mental resilience, are recognized as key determinants of the process of reinforcing a sense of self-efficacy, also reducing any feelings of failure, as a result of negative experiences and events while being locked down at home. It is the teachers' responsibility to differentiate the objectives of teaching, by attaching special importance to social-emotional objectives, that will allow children to redefine their developmental and social network within the school environment, and thereby establish new meanings, which will be built on the foundations of the experience that students have gained from the pandemic. In any case, teachers should redefine the role that they are required to play, in the sense that they should provide support to the groups of students and equip them with the tools that will allow them to recover a feeling of safety, enhancing at the same time, the protective factors that can build the mental resilience of an individual. In practical terms, a pivotal role is played by the design of alternative and innovative activities that encourage the free expression of students, also offering them the opportunity to socially reconnect with the school environment, and build, at the same time, a sense of stability, in order to gradually and smoothly return to the new school routine. To achieve this, it is required to enable students to express their own thoughts and feelings, so that teachers can understand the students' concerns, and jointly enter a process, that will lead to finding solutions. The advantages of this type of activities also include the fact that students have the opportunity to re-frame their social interaction and improve the quality of their interpersonal relationships with their peers. In conclusion, it becomes obvious that it is the teachers' duty, as well as the school units in general, to weight and be driven by the students' needs, in order to be able to establish a supportive learning environment that seeks to promote the full development of students in a coordinated way, without any discrimination or exclusion. [ABSTRACT FROM AUTHOR] |
| Abstract (Modern Greek): |
Οι σχολικές μονάδες και οι εκπαιδευτικοί καλούνται τα τελευταία χρόνια να διαχειριστούν ένα ευρύ φάσμα από προκλήσεις. Μία από τις σημαντικότερες ήταν η διαχείριση των νέων δεδομένων, που διαμορφώθηκαν στα σχολικά περιβάλλοντα εξαιτίας της πανδημίας του Covid 19 και η οποία επέφερε ραγδαίες αλλαγές στην εκπαιδευτική διαδικασία, αλλά και γενικότερα στην καθημερινότητα των μαθητών. Με το παρόν άρθρο επιχειρείται η ανάδειξη της αναγκαιότητας ενίσχυσης της ψυχικής και συναισθηματικής ανθεκτικότητας των μαθητών που φοιτούν στην Πρωτοβάθμια Εκπαίδευση. Ειδικότερα, επιδιώκεται να καταδειχθεί αφενός, ο αντίκτυπος που είχε η πανδημία στους μαθητές και αφετέρου, επιδίωξη ήταν να διαφανεί ο ρόλος που καλούνται να διαδραματίσουν οι εκπαιδευτικοί σε μία κατεύθυνση ενδυνάμωσης της ψυχικής και συναισθηματικής ανθεκτικότητας του μαθητικού δυναμικού, αλλά και ενδεικτικές πρακτικές που συμβάλλουν σε αυτό. Από την ανασκόπηση ερευνών που έχουν πραγματοποιηθεί τα τελευταία χρόνια, διαπιστώνεται η πολλαπλή επίδραση που είχε η πανδημία στην ψυχοκοινωνική, γνωστική και σωματική ανάπτυξη των παιδιών. Τα ερευνητικά ευρήματα επισημαίνουν αυξημένα επίπεδα άγχους, ανησυχίας και φόβου, όπως επίσης δυσκολίες συγκέντρωσης, ευερεθιστότητα, νευρικότητα και έντονα συναισθήματα μοναξιάς, ως απόρροια της κοινωνικής αποστασιοποίησης. Για το λόγο αυτό οι εκπαιδευτικοί, αλλά και γενικότερα το σχολείο είναι σημαντικό να προβούν σε μεθοδευμένες και καλά σχεδιασμένες ενέργειες, για την πολύπλευρη υποστήριξη των μαθητών. Προτάσσεται δηλαδή, η ανάγκη σχεδιασμού ψυχό-εκπαιδευτικών δράσεων με σκοπό την ενδυνάμωση της ψυχικής ανθεκτικότητας μέσα από την αξιοποίηση ενός συνδυασμού διαφορετικών διδακτικών μεθόδων και πρακτικών, που εναρμονίζονται με τις ανάγκες και τα χαρακτηριστικά του μαθητικού δυναμικού. [ABSTRACT FROM AUTHOR] |
