Eleni Mousena

By Eleni Mousena and Trifeni Sidiropoulou

Conversation is the very heart of schooling and pedagogy. In early education, oral language development is particularly significant for interactions, social relationships, and friendships, and for building a sense of belonging. Educators help children develop oral language skills both directly through linguistic interaction with them and indirectly by creating an environment, which is rich in learning stimuli. This chapter aims to establish how educators manage oral language in preschool classrooms and how the implementation of specific approaches has more positive results than that of others. References are made to theoretical approaches of sociolinguistics and ethnography of communication. In this research, kindergarten teachers engage pupils in discussions on the topic of ‘Tolerance’. The activities were recorded and the content analyzed according to the qualitative content analysis of speech and communication. The analysis identified constructive interventions with positive results, along with less effective ones, which proved discouraging for children. We suggest that children in early childhood construct meaning and learn in accordance with the ways in which adults manage orality.

Part of the book: New Pedagogical Challenges in the 21st Century

By Eleni Mousena and Nikolaos Raptis

Positive school climate promotes teachers’ professionalism and students’ social development and academic achievement. However, positive school climate cannot be taken for granted within a context of rapid change and increased complexity. Educators are often faced with critical situations, which result in many of them questioning their own abilities. The problem set forth in this study is based upon the changes in educational context as caused by current social, financial, and technological factors and their impact on school climate. This paper explores the variables of school climate and communication in order to find the extent to which their relationship can work in favor of an open, safe, and creative educational organization where teachers and students will wish to belong. It also examines the communication skills of school principals. The conceptual framework of the study is based on research related to organizational culture and educational communication. The study is a critical meta-analysis of literature on the statement problem. The results show that school climate is fundamental to achieving school goals. Communication among all participants is a key factor in creating a positive school climate, and the communication skills of the school principal are largely crucial.

Part of the book: Education at the Intersection of Globalization and Technology

By Eleni Mousena, Trifeni Sidiropoulou and Maretta Sidiropoulou

Citizenship, as the making of citizens, is an empirical and intellectual educational process. The ability of citizens to understand the world and also their responsible and active attitude has to address the issue of sustainability in the 21st century, i.e., an environment that will continue to exist for the future generations of citizens. Sustainability has emerged as a contemporary political value, as both the destruction of the natural environment and the complex social problems of humanity are threatening the development and self-realisation of humans and posing limitations, an issue of concern to the academic community and political leaders. Active and responsible political attitudes are cultivated through educational experiences and curricula that are engaging and meaningful to students. This chapter analyses the concepts of citizenship and sustainability, refers to the Sustainable Development Goals (SDGs) as defined in a UN conference (Agenda 2030) and presents ways to promote sustainability in education as well as relevant research, with a focus on the natural environment. It is concluded that a 4Cs curriculum on citizenship and sustainability is grounded οn civic and political values, developed in the conceptual framework of critical pedagogy, methodologically operates the school as a civil society forum and needs competent teachers to implement it.

Part of the book: Pedagogy