Development of Students’ Social Competencies during Post-COVID Times
Keywords:
social competencies, pandemic, post- COVID times, students, primary school teachersAbstract
All facets of life have been impacted by contemporary global developments, a persistent pandemic, rapid technology advancement, and digitalization – the same goes for the educational system at all levels. The entire population has become socially isolated, which impedes the development of their social abilities that are a crucial cornerstone for success in life. The study’s objective is to ascertain how primary school teachers feel about the significance of helping children to improve their social skills. The results of this research imply that younger teachers value the importance of developing students’ social competencies more than older ones. Younger teachers also believe that the COVID-19 pandemic has affected the development of students’ social competencies. Teachers who have younger students are more likely to assess the importance of developing students’ social competencies. Research can contribute to further reflection on the importance of developing students’ social competencies, as they are often crucial for the success of students and adults in society and the community.
References
Anić, V. (2007). Rječnik hrvatskoga jezika. Zagreb: Novi Liber d.o.o. i Europapress Holding d.o.o.
Berčnik, S. and Devjak, T. (2018). Active Involvement of Parents in the Educational Proces in Schools in Slovenia. Didactica Slovenica – Pedagoška obzorja, 33(2), 64–77. Available at: http://www.pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_2018_33_2.pdf (retrieved 10. 7. 2022).
Brajša-Žganec, A. (2003). Dijete i obitelj: emocionalni i socijalni razvoj. Jastrebarsko: Naklada Slap.
Buljubašić-Kuzmanović, V. (2012). Škola kao zajednica odrastanja. Pedagogijska istraživanja, 9(1–2), 43–57.
Buljubašić-Kuzmanović, V. and Blažević, I. (2015). Školski kurikulum u funkciji razvoja socijalnih vještina učenika. Pedagogijska istraživanja, 12(1–2), 71–86.
European Communities. (2007). Key competences for lifelong learning: European reference framework. Available at: https://www.britishcouncil.org/sites/default/files/youth-in-action-keycomp-en (retrieved 10. 7. 2022).
Hentig, H. (1993). Humana škola: škola mišljenja na nov način. Zagreb: Educa.
Jurćević-Lozančić, A. (2017). Socijalne kompetencije u ranom djetinjstvu. Učiteljski fakultet Sveučilište u Zagrebu.
Jurić, V. (2010). Kurikulumski registar socijalnih kompetencija u društvenim i školskim okvirima. Pedagogijska istraživanja, 7(2), 177–187.
Katz, L. G. and McClellan. D. I. (2005). Poticanje razvoja dječje socijalne kompetencije. Zagreb: Educa.
Klarin, M. (2006). Razvoj djece u socijalnom kontekstu. Jastrebarsko: Naklada Slap.
Kolak, A. (2010). Sociometrijski status učenika u razrednom odjelu i školskoj hijerarhiji. Pedagogijska istraživanja, 7(2), 243–254.
Košir, K. (2012). Odnosi z vrstniki in učitelji ter njihov pomen za šolsko prilagojenost. Didactica Slovenica – Pedagoška obzorja, 27(1–2), 99–113. Available at: http://www.pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_2012_27_1.pdf (retrieved 10. 7. 2022).
Maksimović, J., Stanković, Z. B. and Osmanović, J. (2020). Application of Didactic Teaching Models: Teachers’ and Students’ Perspectives. Didactica Slovenica –Pedagoška obzorja, 35(3–4), 71–86.
Palekčić, M. (2002). Konstruktivizam – nova paradigma u pedagogiji? Napredak, 143(4), 403–413.
Prevendar, N. (2007). Socijalno-pedagoška kompetencija suvremenog nastavnika. In: Previšić, V., Šoljan, V. and Hrvatić, N. (Eds.). Pedagogija. Hrvatsko pedagogijsko društvo.
Previšić, V. (1999). Škola budućnosti: humana, stvaralačka i socijalna zajednica. Napredak, 140(1), 7–16.
Raboteg–Šarić, Z. (1999). Socijalizacija djece i mladeži. In: Macan, T. (Ed.). Hrvatska i održivi razvitak (p. 73–80). Zagreb: Ministarstvo razvitka i obnove.
Romih, A. and Košir, K. (2018). Učinki treninga regulacije čustev pri učencih osnovne šole. Didactica Slovenica – Pedagoška obzorja, 33(3–4), 36–54. Available at: http://www.pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_2018_33_3.pdf (retrieved 10. 7. 2022).
Romih, A. and Bakračevič Vukman, K. (2015). Emocionalna regulacija in kakovost socialnih interakcij pri mladostnikih. Didactica Slovenica – Pedagoška obzorja, 30(3–4), 75–89. Available at: http://www.pedagoska-obzorja.si/Revija/Vsebine/PDF/DSPO_2015_30_3.pdf (retrieved 10. 7. 2022).
Rosić, V. and Zloković, J. (2002). Prilozi obiteljskoj pedagogiji. Rijeka: Graftrade.
Tot, D. (2013). Kultura samovrednovanja škole i učitelja. Zagreb: Grafički zavod Hrvatske.
Uyanık, G., Çiftçi, H. A., Ünsal, Ö. et al. (2018). Analyzing the Relationships between Preschool Children’s Play Skills and Their Social Competence and Emotion Regulation Skills. Croatian Journal of Education, 20(3), 243–257. https://doi.org/10.15516/cje.v20i0.3037
Valjan-Vukić, V. (2009). Obitelj i škola-temeljni čimbenici socijalizacije. Magistra Iadertina 4(4), 172–178.
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Zrilić, S. and Marin K. (2019). Kompetencije u suvremenoj školi – potrebe prakse iz perspektive učitelja. Školski vjesnik, 68(2), 389–400.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Višnja Vekić-Kljaić, Luka Pongračić, Janja Lučić
This work is licensed under a Creative Commons Attribution 4.0 International License.
