Κατεύθυνση Σχολική Συμβουλευτική και Καθοδήγηση
Library of the School of Education

2024-06-06

2024

Grigoriou Alkmini

Κωνσταντίνος Φάντη, Αναπληρωτής Καθηγητής Αναπτυξιακής Ψυχολογίας, Τμήμα Ψυχολογίας
Πανεπιστήμιο Κύπρου

Η ΕΠΙΔΡΑΣΗ ΤΩΝ ΔΥΣΚΟΛΙΩΝ ΜΑΘΗΣΗΣ ΣΤΗ ΣΥΝΑΙΣΘΗΜΑΤΙΚΗ ΑΝΑΠΤΥΞΗ ΤΩΝ ΠΑΙΔΙΩΝ ΠΡΩΤΟΒΑΘΜΙΑΣ ΕΚΠΑΙΔΕΥΣΗΣ

Greek
English

THE EFFECT OF LEARNING DIFFICULTIES ON THE EMOTIONAL DEVELOPMENT OF PRIMARY SCHOOL CHILDREN

Primary education is the foundation for children's academic and social
development. However, in cases where children experience learning difficulties, their
effect on their emotional development is observed. Learning difficulties difficulties are
a complex phenomenon, which is very difficult to define precisely. Its complexity is
demonstrated by the fact that until a few decades ago, cases of special education were
treated completely differently, compared to today's era, so, as a result various definition
are created over decades through the observation and study of children with learning
difficulties. Few studies that have been carried out in primary education in Greece have
proven that learning difficulties affect the emotional and social development of these
children.
The purpose of this paper was to investigate whether the learning difficulties
faced by children in primary education affect their emotional development, compared
to children of typical development who do not experience similar difficulties. The
individual goals of the work was the clarification of the terms learning difficulties and
emotional development, the analysis of the characteristics presented by children with
learning difficulties and the description of basic types, the study of the educational and
emotional competence of these children compared to children of typical development
and the study of their emotional and social development.
The present research is quantitative and sampling in terms of the method of
information collection. A weighted questionnaire was used as the main research tool
for data collection, which was distributed to 100 Primary Education teachers in Greece.
They were asked to complete the questionnaire twice, the first time having in mind a
child with typical development, while the second time a child with learning difficulties.
This methodology was used in order to determine if there are differences in the psychoemotional and social development of children with typical development and children
with learning difficulties.
The results showed that there are significant differences between students with
and without learning difficulties in social-emotional development, studying social
competence, emotional competence, learning competence and potential behavioral
problems that may arise. These findings highlight the need for further investigation of
the subject, the need for early identification of students with learning difficulties and
the creation of interventions to prevent the effect of learning difficulties on their socialemotional development, especially nowadays, where increasing rates of their
occurrence are observed .

Education

Learning disabilities, special learning disabilities, emotional development, social development, behavioral development

No

0

Yes

70

107

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https://pergamos.lib.uoa.gr/uoa/dl/object/3400551