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Thinking Skills:Supporting The Development Of Children's Cognition - Essay Example

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A relatively common problem exists within groups of secondary students with special needs which deals with delayed self-awareness and diminished capacity to take complicated emotions and develop appropriate coping and behavioural solutions. Many students facing special…
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Thinking Skills:Supporting The Development Of Childrens Cognition
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f-expression, likely relies on providing special needs students with a forum by which to promote active group participation using a targeted curriculum for the identification and expression of complex emotions. The aforementioned problem with these specified students often involves developing a heightened emotional intelligence, which is characterised by both interpersonal and intrapersonal attributes. These characteristics, in theory, include making accurate perceptions about the emotional state of others, understanding the emotional self, learning to respond positively to a variety of emotional events and learning the skills necessary to cope and adapt to complicated emotional stimuli; both internal and external.

In essence, emotional intelligence involves maintaining a balance between the self and the external environment and using emotional learning to contribute positively in any given social environment. emotional intelligence from an adult, psychological perspective, however minimal studies have been conducted which specifically identify these lessons within a secondary, special needs environment. In order to explore which methods are the most practical and effective at developing emotional intelligence in secondary-aged students, this proposed thinking skills project aims to uncover the following: Does the cognitive intelligence quotient (the IQ capacity) actually impact the ability of special needs students to identify and absorb complicated emotional stimuli or can any individual, regardless of unique special needs, become emotionally intelligent?

How important is the role of the teacher in developing emotional intelligence using various behavioural modeling techniques? Does the classroom facilitator require active modeling or can emotional intelligence be taught strictly through the utilisation of various teaching models? This proposed research project will draw on various researcher perspectives pertaining to emotional intelligence in the pursuit

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