Since the beginning they worked with Interactive Groups (IGs) in maths, English and literature, Dialogic Literary Gatherings (DLGs), and Learning Time Extension. In the first two cases this was conducted on a weekly basis and for the Extension of Learning Time on a daily basis. 450 students were involved in the IGs and DLGs (3 to 11 years old) and 20 in the Learning Time Extension (3 to 11 years old), and there were 110 volunteers (IGs) and 31 teachers involved.
CEIP Rep. Venezuela Early Childhood and Primary Education School
Madrid, SpainImpact and successes
Many teachers reported that the Dialogical Literary Gatherings were one of the practices that had very high and positive action in the coexistence and wellbeing of children in school.
The Successful Educational Actions (SEAs) have impacted in academic achievement and wellbeing, but teachers and students also valued the effect they had in the dynamic integration of all children.
Lessons, learning and recommendations
In terms of the sense of belonging, the results showed that the SEAs implemented in the school have improved the relationships between all members of the centre, while leaving fertile ground for the emergence of new and healthy relationships.