Abstract:

From a lifelong development perspective, emotional and social competence has long been of interest. An abundance of studies report that successful and fulfilled people in the long term are not those who have high IQs, but those who have fully developed emotional and social intelligence. At the same time, it is important to develop emotional and social intelligence, as it is traditionally known that cognitive, emotional and social development follow different pathways. Work with children, peers and their families focus on the importance of development in early childhood, when the foundations of trust and secure attachment are built, and the skills to identify deficits as early as possible, or screening and prevention rather than intervention. Well-being and the unfolding of potential are possible when the holistic development of children is supported. It also emphasises the role of the general education teacher and the inter-professional skills they need to be part of the development and not merely part of the learning process. Against this background and the disturbing evidence of high levels of mobbing, bullying and victimisation of teachers worldwide, this study aims to explore the views and needs of the general education teacher. A convenience sample of in-service and pre-service kindergarten and school teachers is included in this study. It aims to explore how general education teachers identify typical reactions and behaviours they encounter in their daily work with typically developing children and students, those with special education needs and chronical illness, at-risk and gifted children. A scale was constructed to include different characteristics of emotional and social development through the reactions and behaviours of each group when children are viewed through the eyes of general education teachers and the extent to which teachers are evaluated for violence inflicted on them in their work by management/colleagues, parents and children/students. The findings confirm the differentiation made by general education teachers and highlight several main directions for future research and practical implications. Ensuring a safe environment is key and determines both teachers' effectiveness and the atmosphere in which children's and students' emotional and social skills develop. The resources and support for teachers to feel safe and for children and students to develop key competences are linked to interactions with their families.

Despite the differences outlined, highlighted are:
1) the importance of involving families in the work,
2) the importance of teamwork;
3) resources and support for teachers;
4. Attention to typically developing children and students as well.

Central to this is creating a sense of support so that teachers can identify but also interact effectively as a team with the support of families, or shifting the focus to emotional and social competences and encouraging these in parents too. From an inclusive education perspective - outlining a differentiated approach to both inclusive and typically developing children and students and their needs.

Keywords:

Emotional intelligence, social intelligence, inclusive education.