The Formative Effects of Reading on the Socio-Emotional Development of Primary School Children
The Formative Effects of Reading on the Socio-Emotional Development of Primary School Children
Author(s): N.E. Avram, Oana Alina BotaSubject(s): Social Sciences, Education, Psychology, School education, Educational Psychology, Methodology and research technology
Published by: Editura Universitatii Transilvania din Brasov
Keywords: reading; socio-emotional development; early elementary school; emotional literacy; therapeutic stories;
Summary/Abstract: This article investigates the formative effects of active and conscious reading on the socio-emotional development of young students. Building on a theoretical framework that articulates the links between literature, developmental neurobiology, and emotional intelligence, the study analyzes how structured reading activities influence the socioemotional competencies of 10- to 11-year-old students. An experimental research design was implemented over approximately three months with seven fourth-grade students. Data collection included a pre-test, reading sessions based on therapeutic stories, a reading journal, a behavioral observation grid, and a post-test. The study concludes that sustained and reflective reading constitutes an effective pedagogical tool for the development of emotional literacy in early childhood education.
Journal: Bulletin of the Transilvania University of Braşov, Series VII: Social Sciences and Law
- Issue Year: 19/2026
- Issue No: 1
- Page Range: 9-16
- Page Count: 8
- Language: English
