Supporting children and youth through socio-emotional educational activities (on the example of the implementation of the project «Expanding Opportunities for Children and Youth through Training, Skills Development and UPSHIFT» by the Youth Center «Start» of Pavlo Tychyna UPU)
DOI:
https://doi.org/10.25128/2520-6230.25.2.7Keywords:
socio-emotional education., children, youth, emotional literacy, psycho-emotional support, skills development, inclusion, projectAbstract
The article examines the relevance of implementing socio-emotional education in the context of modern global challenges, which include social instability, information overload, and mental health problems among children and youth. Socio-emotional education is presented as a strategically important approach to the formation of emotional literacy, the development of empathy skills, self-regulation, self-awareness, and constructive interaction.
Using the example of the project «Expanding Opportunities for Children and Youth through Learning, Skills Development, and UPSHIFT», implemented by the Faculty of Social and Psychological Education of Pavlo Tychyna Uman State Pedagogical University in cooperation with the NGO «SCC «Zadzerkalya» with the support of UNICEF Ukraine, the effectiveness of integrating SEA into various educational and social spaces is analyzed.
The study covers multi-vector activities carried out on the basis of preschool institutions, libraries, youth centers and social institutions, which ensures inclusiveness, intersectoral interaction and wide coverage of the target audience. The article presents data from a survey of parents on the emotional state of children, the results of which indicate positive dynamics in the psycho-emotional sphere, the development of communicative and cognitive skills.
Special attention is paid to the structure of educational modules, the role of specialists in the formation of a safe educational environment, effective methods of working with children that take into account age characteristics and the needs of internally displaced persons.
Conclusions are drawn regarding the high effectiveness of the implemented practices of socio-emotional education, their impact on the harmonious development of the child and the need for further implementation of SEA in the system of training pedagogical and social personnel.
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