Arguing well | An interactive map

Start

An interactive map to navigate into the project

Funded by the European Union. Views and opinions expressed are however those of the authors only and do not necessarily reflect those of the European Union or the European Education adn Culture Executive Agency (EACEA). Neither the Eropean Union nor EACEA can be held responsable for them.

Arguing at school

2021-1-IT02-KA220-SCH-000029847 Erasmus+ KA2 2021 projectCooperation Partnerships in School EducationDecember 2021 – November 2024

Psychopedagogical Methods to help children (2-18) learn from arguing

The questions

The conflict pyramid

TO DEEPEN

the ROAD MAP OF THE PROJECT

By studing three methods used to manage quarrels between peers, this Erasmus+ project want to promote a different vision of the role of adults in this evolution path toward fundamental social skills.

But avoiding conflict between peers doesn't permit to children to develop social skills useful for the relationship with others.

For most people this word is connected with something negative and to avoid.In the family, among friends, at work and in school we're afraid that quarrel lead to a break of relations.It almost seems that if there's a conflict between children this is our failure, as teachers, educators and parents.

Quarrel

The 10 partners of the consortium

TO DEEPEN

A NEW PARADIGM

BETTER TOGETHER THAN ALONE

GIVING TOOLS TO TEACHERS

A COMMON HOME

THE STARTING POINT

... AND TOOLS

PROJECT PHASES...

A road map of the project

Or here the full table of comparison between methods

Bene

Litigare

mediation

Peer

Home

The methods in a poster

cards

Friendship

A brief description

others methods?

Read more

Differencies

Read more

between the three methods

AND

Similarities

Home

Results

No improvisation

When does the method work?

What do you need to start?

The role of adult

What is asked to participants

Start

Enough time in a safe space

Specific aims

Here the full report of the research

General aims

Read more

Similarities

Home

Beliefs

Parents

Head of school

Training

Pedagogist

Non-teaching staff

Teachers

Special needs

Where

Number of children

Read more

Read more

Similarities

Home

When does the method work?

About violence

For teachers

For children

Home

They works!

Similarities

Results

Here the full report of the research

Return

Long term results

The application of a method of quarrelling at school produces effects in the long term? To answer these questions, the Consortium entrusted the Sassolino with the implementation of a qualitative pilot research, with the aim of producing an audiovisual testimony. The Sassolino, a Montessori kindergarten in northern Italy, has applied the method Litigare Bene of the CPP directed by Daniele Novara since 2012. After 10 years of systematic application of this approach it seemed interesting to bring together those children, who at the time were attending kindergarten, to check with them how they live today the quarrels at school and among peers.The docu-film obtained, lasting about 20', can be used for awareness and dissemination purposes.The value of the video lies above all in highlighting the great potential of children in conflict management, if adequately accompanied: the educational methods of conflict management in school work, and if applied continuously generate significant and lasting relational skills.

Read more

Specific charatcteristics of each method

Transferability

The role of the adults

A guided process

Solution

Time of use

Targets

Specific aims

Here the full report of the research

Home

Differencies

Be careful!

For teachers

Training

Differencies

Home

Transferability

Conflict, violence and war are not the same things

TO DEEPEN

Bene

mediation

Litigare

Differencies

Differencies

Specific characteristics

Peer

cards

Home

Friendship

Starting using the 4 methods

Tips for the tranferability of the methods

Literature review: a mapping of activities on non-violent communication

The toolkit in a glimpse: rationale and objectives

Home

Here the full report about this project result

Toolkit for Teachers Training

This comprehensive toolkit represents a list of valuable resources, strategies, and practical guidance carefully designed to provide an essential operational manual for teachers, empowering them to foster conflicts within their classrooms. The toolkit is the result of a collaborative effort, building upon the foundation of previous initiatives and learning and the Learning Teaching Training Activity, which took place in Ogulin, Croatia.Moreover, the toolkit reflects the experiences of the teachers and educators trained during this week. The creation of the toolkit was further supported by the research conducted by the project partners in order to collect information on the importance of non-violent conflict resolution and communication. Data was gathered through the dissemination of questionnaires which were later quantitatively analysed. The questionnaire, composed of 21 questions, was filled out by 146 participants from 5 partner countries.

The Learning Teaching Training Activity in Ogulin and Vrbovsk in Croatia

STORIES

The toolkit in a glimpse

Home

64 activities mapped

As part of the project, a mapping of activities of non-violent communication and conflict transformation implemented in Croatia, Malta, Italy, Romania and France (NGOs, the education system, different organisations etc.) was conducted.

The main themes of these activities are: mediation, art therapy, self-awareness, emotional literacy, sensibilization, social responsibility. And of course, peaceful conflict resolution, through activities that include role plays, workshops, theatre, film making, direct confrontation of peers in conflict etc. This table gives an overview of the results of the mapping.

The full data processing report

TO DEEPEN

Home

Literature review

A collection of exercises (handouts) that concerns the difference between conflict and war,

about conflict, violence, and war

Bene

Litigare

Home

mediation

Peer

Here the full report about this project result

cards

Starting using methods

Friendship

Curriculumfor the development of emotions andcommunication skill in children

TO DEEPEN

Home

When and how to use the methods

Tips for transferability

webography

Practices and examples

A possible process to implement WSA

The Whole School Approach - WSA

The key-concepts of the Whole School Approach

TO DEEPEN

Here the full report of the research

Home

Guidelines for a Whole School Approach

Renew the teaching profession, making teaching more attractive for young people

Support the use of research results in education practice

Address growing social, cultural and religious diversity among the school population

Make schools a safe place where to teach and learn

Renew Citizenship Education Directives

As a result of the participatory process conducted through the third year of the project, the following Recommendations are proposed for discussion, improvement and implementation.

Here the full report of this part of research

Home

Policy Recommendation

Here the full report of the research

Home

Policy Recommendation

Multiplier events in each of the countries involved Dissemination event for school's actors Training and learning activities for teachers and educators

What are we talking about when we talk about conflict? What happens when a quarrel occurs between students? How teachers look at students’ conflicts? How do they intervene? To what extent is their intervention the result of a school strategy? Is there a pedagogical method or approach shared by teachers? Who decides and what level of sharing has the choice (class, school)? What are the results and impact? Is there an educational strategy for quarreling students? Are parents involved in the school strategy about students’ quarrels? Is there a kind of teacher training about conflict transformation?

● the "second circle": persons acting in close relationship with the first ones – e.g. socialservices, etc. – and persons intervening in schools at different levels – occasionallecturers of speakers, medical staff (when it is not internal to the school), etc ● the "surrounding community": the city as structure and policy environment, the culturalenvironment, sports activities, etc.; the other schools within networks of schools; otherinstitutions involved in projects together with school, for example; ● the "global environment": issues taking place in the "outer world" but that concern thepupils interrogations about how the world is evolving and how it interacts with theschool and the learning.

Key-concepts

a whole school approach

A whole school approach implies the active involvement and commitment of all actors in and around a school:● the school "internal" actors: teachers, school heads, staff and pupils/students; also the"rest of the school" when considering one specific class;● the "first circle": parents and families, tutors, persons taking care of children, directly inregular contact with the children;