Portal de Murcia
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Today, Monday 9 October, the educational project Non-cognitive Skills, developed from the Chair of Autism of the University of Murcia, has been presented in Madrid, which will be implemented in a pilot phase in 15 schools in the Community of Madrid.
In the presentation has been present, Francisca Tomás Alonso, Vice-Rector of Transfer, Entrepreneurship and Employment.
The Non-Cognitive Skills research project was developed with funding from the Seneca Foundation and a national project of the Ministry of Economy and Competitiveness Challenges of the 2016 Society. This project has been rated as a priority for combating bullying, dropping out early education and educational inclusion by the Ministry of Education.
It is currently underway in 45 schools in the Region of Murcia.
The project works self-regulation in the classroom with its own materials and training from the age of 4 until the end of Primary Education, and benefits all children, particularly those who have more self-regulation difficulties, such as those coming from homes at risk of social exclusion or those with learning disabilities such as attention deficit or developmental disorders such as autism.
The research team of this project is led by Ildefonso Méndez Martínez and made up of researchers from the economics of education, education, psychology, neuropsychology, HUVA's neuropediatrics team, children's psychiatrists, CARM's Specific Learning Difficulties Team, members of the CARM Specific Autism Team, teachers of therapeutic pedagogy, hearing and language, children and primary care, and therapists working with children with ASD.
The project was presented this month of August by Professor Méndez at the Universities of California and Arkansas at their request.
Characters that capture the interest of children
The initiative develops characters that capture the interest of children and serve to create and reinforce self-regulation habits, downloading their operational memory and making it more likely that the norm can be met.
Scientific evidence demonstrates that working self-regulation at school is the key to children improving both their performance and their emotional and social skills.
These improvements, in turn, lead to a reduction in levels of harassment and school violence, greater and better educational expectations, less early school drop-out and, ultimately, greater well-being throughout life.
Source: Universidad de Murcia
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