Eschenauer Sandrine, Tsao Raphaële, Legou Thierry, Tellier Marion, André Carine, Brugnoli Isabelle, Tortel Anne, Pasquier Aurélie
Aix-Marseille Univ, CNRS, LPL, 13100 Aix-en-Provence, France.
Aix-Marseille Univ, Pôle Pilote AMPIRIC, 13013 Marseille, France.
J Intell. 2023 Jul 14;11(7):140. doi: 10.3390/jintelligence11070140.
While the diversity and complexity of the links between creativity and emotional skills as well as their effects on cognitive processes are now established, few approaches to implementing them in schools have been evaluated. Within the framework of the enactive paradigm, which considers the complexity and dynamics of language as a cognitive process, we study how an approach based on performative theatre can synergistically stimulate creativity (artistic, bodily and linguistic), emotional skills (identifying and understanding emotions) and executive functions (especially inhibition, cognitive flexibility and emotional control), all as components defined in the context of oral communication. Stimulating this synergy in the context of foreign language teaching may be especially beneficial for children with communication disorders. This paper presents the first results of the CELAVIE pilot study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) through a case study of a pupil with a neurodevelopmental disorder included in a 4th-grade class. The results show a progression in oral communication in English as a Foreign Language (EFL), in emotional skills and creativity.
虽然创造力与情感技能之间联系的多样性和复杂性及其对认知过程的影响现已得到证实，但在学校实施这些联系的方法却很少得到评估。在将语言的复杂性和动态性视为认知过程的具身范式框架内，我们研究了一种基于表演戏剧的方法如何协同刺激创造力（艺术、身体和语言方面）、情感技能（识别和理解情感）以及执行功能（特别是抑制、认知灵活性和情绪控制），所有这些都是在口语交流背景下定义的组成部分。在外语教学背景下激发这种协同作用可能对有沟通障碍的儿童特别有益。本文通过对一名四年级班级中患有神经发育障碍的学生的案例研究，展示了CELAVIE试点研究（自闭症儿童语言学习中的创造力、同理心和情感，以实现全纳教育）的初步结果。结果显示，作为外语的英语（EFL）口语交流、情感技能和创造力都有进步。
