THE USE OF THE REFLECTIVE JOURNAL IN ASSESSING EMOTIONAL DISCIPLINE IN PRIMARY SCHOOL STUDENTS
THE USE OF THE REFLECTIVE JOURNAL IN ASSESSING EMOTIONAL DISCIPLINE IN PRIMARY SCHOOL STUDENTS

Summary/Abstract: This article examines the possibilities of using the reflective journal in the formative assessment of emotional discipline among primary school students, highlighting its relevance within competency-based education focused on the development of socio-emotional competencies. Starting from the premise that emotional discipline constitutes an essential condition for the harmonious development of the child, the theoretical foundations of the concept and the specific characteristics of its manifestation at early school age are presented. Based on an analysis of the scholarly literature, the structural elements of emotional discipline are identified and described. The value of the reflective journal as a formative assessment instrument is substantiated, oriented towards the evaluation of students' authentic experiences and towards facilitating the monitoring of emotional progress. Models of reflective journals specific to each component of emotional discipline are proposed, describing implementation approaches, examples of reflective questions, and assessment indicators. Furthermore, the pedagogical requirements necessary for the effective use of the reflective journal as a relevant pedagogical instrument for the assessment and development of emotional discipline are analysed, contributing to self-knowledge, self-regulation, personal responsibility, and the consolidation of prosocial behaviours.

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