Development of Social Competences in the Primary School‐study of specific pedagogic practices

This study intended to promote the development of socio‐affective competences in children in the first two years of primary school (age 6‐8). A model of pedagogic practice with particular characteristics in terms of the relations between subjects, discourses and spaces was implemented. The mediating influence of teacher's pedagogic practice, family's social class and gender was studied. The results showed that the pedagogic practice with general values of weak framing (i.e. where some control is given to the learner) but with strong framing in specific aspects was the practice which facilitated the development of the selected competences by all children.