For any teacher, meeting the children that are just entering the wonderful world of the school, in their 1st grade, represents a great challenge. One of the elements of utmost difficulty in adapting the young pupil to the demands of the didactic process is represented by the requirements of social school life. Moral-civic behavior and conscience are difficult to shape, and selfishness and moral heteronomy are difficult to overcome and replace by the appropriate approach. That is why practitioners train thoroughly to ensure, from the beginning of the 1st grade, a formative process focused on the latest achievements in the fields of psychology and pedagogy. The reference points of the present study are: D. Goleman’s emotional intelligence theory (2001) together with the revival of the constructivist paradigm and of the learning types associated to it (Cojocariu, 2010), combined with methodological strategies that, systematically integrated into the management of the class of pupils, may ensure the adequate training of the young student’s moral-civic behavior.
Key words: emotional intelligence, constructivism, cooperative learning, class management, moral-civic behavior