Social interaction and group work in corporal expression activities

Lacruz, Inmaculada Canales; Rovira, Gloria

doi:10.1080/14647893.2020.1808606

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…This encourages attitudes, feelings, and emotions to be frequently shared and supports social cooperative behaviour in learning. 2 [ 23 ] Social interaction This highlights the aspects of social interaction that impact group work for involvement in corporal expression activities favorably or unfavorably. (a) Social interaction helps the processes involved in group work activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Conceptualization social influence from the need to belong perspective on psychological needs' satisfaction to share knowledge

Albaram¹,

Lim²

2023

Heliyon

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Section: Literature Reviewmentioning

confidence: 99%

Conceptualization social influence from the need to belong perspective on psychological needs' satisfaction to share knowledge

Albaram¹,

Lim²

2023

Heliyon

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“…Pemahaman tentang konflik sosial dan strategi resolusi konflik membantu guru dan staf sekolah dalam menciptakan lingkungan yang mendukung resolusi konflik yang positif, menghindari eskalasi yang merugikan, dan mempromosikan perdamaian di antara siswa. 24 Pengaruh kelompok dalam dunia pendidikan juga menjadi sangat penting. Psikologi sosial mempelajari bagaimana kelompok sosial memengaruhi perilaku dan sikap individu.…”

Section: Psikologi Sosial Dalam Konteks Pembelajaran Pendidikan Agama...unclassified

“…Siswa dapat dipengaruhi oleh norma dan nilai-nilai kelompok mereka, serta oleh pemimpin atau tokoh penting dalam kelompok tersebut. 25 Memahami dinamika pengaruh kelompok ini dapat membantu sekolah dalam membentuk budaya dan norma yang positif untuk mendukung perkembangan siswa.…”

Section: Psikologi Sosial Dalam Konteks Pembelajaran Pendidikan Agama...unclassified

Dinamika Kelompok Dalam Cooperative Learning Model

Rofiqi,

Kurnia Nofita Rahmawati

2023

Al-Riwayah

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The cooperative learning model aims to stimulate the growth of student competence from social psychological aspects. The dynamics that emerge in groups allow students to interact optimally in a broader context. The purpose of this article is to explore group dynamics in the cooperative learning model seen from the aspect of student interaction in Islamic Religious Education lessons. The method used is library research in which the process of searching for meaning is generated from various literary sources to produce descriptive data in the form of text and words. The results of this research indicate that in the cooperative learning model, group dynamics are very important to achieve effective learning goals. This also applies in the context of Islamic Religious Education lessons. Group dynamics in cooperative learning include aspects of student interactions, their roles in the group, and the way they collaborate. Several important aspects of group dynamics in Islamic Religious Education learning include; division of roles, discussion, collaboration, inclusive approach, shared responsibility, peer evaluation, facilitator or teacher.

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“…Por consiguiente, no solo se debe tener en cuenta el factor movimiento, puesto que, con el trabajo en grupo de la Exp. Corp., se genera y fomenta una interacción social que influye de manera positiva en los procesos creativos y sociales (Canales-Lacruz & Rovira, 2021), favoreciendo que este ámbito tenga fortalezas como la generación de relaciones interpersonales y el desarrollo de la autoestima (Lafuente, 2022), así como está relacionada con la actitud, el control postural, la estructuración espacial, la estructuración temporal, el equilibrio y la coordinación (Romero-Naranjo et al, 2022). Igualmente, las actividades de Exp.…”

Section: Introductionunclassified

Análisis descriptivo de la formación en Expresión Corporal de los maestros en Educación Infantil de Ex-tremadura (Descriptive analysis of preparation in Body Expression of teachers in Early Childhood Education of Ex-tremadura)

Rojo-Ramos¹,

Iglesia²,

Herreruela-Jara³

et al. 2023

Retos

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La Expresión Corporal es considerada una herramienta fundamental para la expresión y comunicación. Por ello, el objetivo del presente trabajo fue analizar la formación en Expresión Corporal del profesorado de Educación Infantil de Extremadura. Se pasó el cuestionario sobre la formación del Maestro de Educación Infantil en Expresión Corporal a una muestra de 216 docentes de Educación Infantil de la Comunidad Autónoma de Extremadura. Los resultados muestran ciertas carencias en la formación específica en Expresión Corporal y la controversia originada del pensamiento de que debe ser un docente especialista quien se encargue de este tipo de trabajo con los alumnos y no el Maestro-Tutor de Educación Infantil. Además, se ha encontrado información preocupante sobre la importancia que consideran los docentes que debe tener la Expresión Corporal con respecto a la importancia que se le da desde los centros educativos en otros niveles o en áreas distantes de la Educación Física, así como que, en los centros rurales, son menos los maestros que imparten Expresión Corporal. Se concluye que los docentes de Educación Infantil no poseen la formación necesaria como para poder dedicar parte de su jornada a la Expresión Corporal, debiendo mejorarse la formación inicial y la formación de los maestros en activo. Palabras clave: Expresión corporal, Educación física, docentes, formación, alumnos. Abstract. Body Expression is considered a fundamental tool for expression and communication. For this reason, this study aimed to analyses the training in Body Expression of the Early Childhood Education teachers of Extremadura. The questionnaire on the preparation of the Early Childhood Education Teacher in Body Expression was given to a sample of 216 Early Childhood Education teachers from the Autonomous Community of Extremadura. The results show certain deficiencies in the specific training in Body Expression and the controversy originated from the thought that it should be a specialist teacher who is in charge of this type of work with the students and not the Early Childhood Education teacher-tutor. In addition, worrying information has been found about the importance that teachers consider that Body Expression should have for the importance given to it by educational centres at other levels or in areas distant from Physical Education, as well as that, in rural centres, some fewer teachers teach Corporal Expression. It is concluded that Early Childhood Education teachers do not have the necessary training to be able to dedicate part of their day to Body Expression, and the initial preparation and preparation of active teachers must be improved. Keywords: Body expression, Physical education, teachers, preparation, students.

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Social interaction and group work in corporal expression activities

Cited by 6 publications

References 11 publications

Conceptualization social influence from the need to belong perspective on psychological needs' satisfaction to share knowledge

Conceptualization social influence from the need to belong perspective on psychological needs' satisfaction to share knowledge

Dinamika Kelompok Dalam Cooperative Learning Model

Análisis descriptivo de la formación en Expresión Corporal de los maestros en Educación Infantil de Ex-tremadura (Descriptive analysis of preparation in Body Expression of teachers in Early Childhood Education of Ex-tremadura)

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