Pedagogical Conditions for the Development of Emotional Balance in Primary School Students

Abstract

The concept of pedagogical conditions, in the context of the development of emotional balance with primary school students, defines the set of affective, motivational, volitional-characteristic and cognitive factors that support students’ emotional balance within a formative triangle built on the necessary interpenetration between: a) student’s optimism as a psyhological state favorabile to healthy and successful school behavior, b) personal affective efficiency, established at a level of feeling superior to learning; c) self-esteem, acquired in a fomal and non-formal context, but also in an informal. All these have as a superior quality product the formation and development of the emotional intelligence of the students, which is in close functional and structural connection with the emotional culture of the teacher, in general and of the teacher from primary education, in particular.