PSYCHOLOGY AND POSITIVE EDUCATION: THE CONTRIBUTION OF POSITIVE EDUCATION TO CHILDREN'S AUTONOMY DURING THE PANDEMIC

Abstract

This study investigates the contribution of positive education to promoting children's autonomy, focusing on the transformations of family dynamics during the Covid-19 pandemic. Positive education, grounded in the theories of authors such as Alfred Adler and Rudolf Dreikurs, proposes an approach that prioritizes respectful communication and positive reinforcement, moving away from authoritarian and permissive methods. The intensified coexistence between parents and children during social isolation provided a conducive environment for the implementation of these practices, resulting in healthier emotional development and increased child autonomy. The research was conducted through a scoping review, encompassing various sources that analyze the implications of the pandemic on education and children's well-being. The findings indicate that the adoption of positive education techniques during this challenging period not only benefited children but also strengthened family ties, offering an effective model for future educational interactions.