Rolul compunerilor școlare în dezvoltarea comportamentelor prosociale

Abstract

Making school compositions from primary education is a must do with which students should be empowered (even if not all subjects have linguistic intelligence), given the fact that many compositions in adult life are compositions. The letter, the activity memo, the motivational essay are just a few examples that adults have to complete numerous times throughout their lives. Therefore, such a habit, once formed, should be a lasting one. However, the achievement of school compositions does not only lead to improved performance, at least in the discipline of Romanian Language and Literature, but also brings with it a series of prosocial behaviours. Some of these behaviours derive from the fact that, in order to enable them to create compositions, group or team work is often needed, which leads to a high degree of socialization and bonding for students who benefit from such an approach. Other behaviours, however, are the result of the empathy that students develop in an attempt to present the various perspectives of the characters they build in their school compositions or of the situations they have to resonate with in order to change the prism through which they present things each time.