Emotional Identity Formation In Primary School Children In A Formal Context

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In the context of forming the emotional dimension of identity in children in society and sharing knowledge teachers have a great responsibility. Primary school teachers should have the necessary acquired skills to be leaders of their classroom but also to be mentors for the social and emotional dimensions of the child leading to a well-balanced citizen. When children get into the classroom they expect a warming and welcoming environment. This task falls mostly into the creative ability of the teacher who contributes to a positive classroom atmosphere very important for an optimal educational process. Thus a secure classroom can transform the child and with a positive teacher-student relationship he can better engage in learning activities. Most children in the Romanian school system view the classroom as their second home but this dimension is limited by the educational system’s agenda that has a greater influence in the teacher-student relationship. This study focuses on the experiences that third grade pupils had learning in a classroom specific to the public educational system in Romania. We tried to find out more about their learning experience, thoughts and feelings towards their teacher and colleagues in concern with different approaches to the usual ones of the teacher-student learning process. For the purpose of this study we designed a questionnaire and asked the children directly about their thoughts and experiences. The results indicated that children view their teacher as a factor in their wellbeing in the school environment.