Abstract
<jats:p>EccoS Journal: Dr Foerch thank you very much for this interview. Could you start telling us about your professional background and what the WeFEEL project is? Daniela Fenu Foerch: It is my pleasure! Thank you for the opportunity to be on this interview. I am currently a Clinical Associate Professor of Early Childhood Education in the College of Arts, Sciences, and Education at Florida International University. I have experience teaching face-to-face, hybrid, and fully online courses using various platforms. I am the graduate program leader for the Early Childhood Program and recently launched a fully online MS in Early Childhood Education. My research focuses on nurturing Emotional Intelligence in young children and their families who are at risk, and on advocating for families. My work bridges research, practice, and policy, especially trauma-informed practices. I am the Principal Investigator for the WeFEEL Emotional Intelligence Program at FIU. EccoS Journal: In your work with the WeFEEL project, how can Emotional Intelligence (EI) serve as a protective factor for young children navigating the "technosolutionism" and algorithmic pressures of the current digital age? Daniela Fenu Foerch: In my work with the WeFEEL project, I view Emotional Intelligence as a critical protective factor for young children growing up in an increasingly algorithm-driven world. I believe that digital tools can be powerful; I love technology. However, technology often promotes what we call “technosolutionism,” the idea that technology alone can solve complex human problems. EI helps ensure that children don’t become passive consumers of these systems, but rather critical and self-aware individuals. Let me explain this. EI builds self-awareness and early critical thinking skills. Even in young children, this looks like educators and caregivers helping them name their feelings, recognize when something online makes them feel uncomfortable, and begin to question what they see rather than automatically accepting it. This would help them critically analyze what they see and hear online. That foundation is essential in a world where algorithms are constantly shaping content and attention. Additionally, EI supports emotional regulation. Today’s digital environments can be overstimulating and can introduce comparison at earlier ages. By strengthening children’s ability to manage frustration, anxiety, or excitement, EI helps them navigate these experiences without becoming overwhelmed. I would like to add that EI fosters empathy and authentic human connection. Algorithms often prioritize engagement over relationships, which can lead to isolation. Through WeFEEL, we intentionally center social-emotional learning so children build strong interpersonal skills, learning to understand others, communicate effectively, and value real relationships. My point is that EI acts as a buffer against technosolutionism by reinforcing human judgment. We want children to grow up trusting their own feelings, values, and decision-making processes, not just defaulting to what a device or platform suggests. In that sense, EI empowers children to remain grounded, reflective, and connected, even as technology continues to evolve. EccoS Journal: How has the definition of "Literacy" in early childhood shifted now that children must differentiate between human-generated and AI-generated narratives from a very young age? Daniela Fenu Foerch: First, I would like to highlight that literacy is no longer limited to reading and writing; today, it also includes digital and AI literacy, even at very young ages. In my work, I see literacy as now embodying a child’s ability to engage with, interpret, and question different types of content. Children are increasingly exposed to both human-generated and AI-generated narratives, so part of being “literate” is beginning to recognize that not all information comes from the same source or carries the same intent. And this places a stronger emphasis on critical interpretation. We’re not just teaching children to understand what a story or an informational text says, but also to explore questions like: Who created this? Why was it made? Can I trust it? This early awareness can be instilled at a very young age if introduced in a developmentally appropriate way. I would also like to emphasize that this expanded the new definition of literacy prepares children not just to consume information, but to navigate and question it critically, and engage with it in ways that are human-centered and ethical. That’s why it is important for educators and caregivers to begin the process at an early stage. EccoS Journal: As schools adopt more advanced monitoring technologies, how can we maintain "Positive Behavioral Practices" without turning the classroom into a space of constant surveillance that undermines a child's sense of autonomy? Daniela Fenu Foerch: This is such an important tension in today’s classrooms. As schools adopt more advanced monitoring technologies, the key is to ensure that “Positive Behavioral Practices” remain rooted in communication and relationships. We have to prioritize relationship-based discipline over compliance-based monitoring. Positive behavior support is most effective when it’s grounded in trust, connection, and understanding, not in tracking or controlling children’s actions. When children feel seen and supported by educators, they’re far more likely to internalize positive behaviors. This also leads to classroom management and the expectations communicated to children by the educators and caregivers. Technology should be used as a support tool, not a control mechanism. For example, tools might help educators notice patterns or identify when a child may need additional support, but they should never replace human judgment or become the primary way behavior is managed. Behavior should never be managed by technology since it entails a more complex dynamic of relationships, empathy, and respect. Children need to learn and grow in a safe environment with opportunities to make choices, reflect on their actions (positive and negative), and develop self-regulation, which. Is developed with the assistance of a human adult through the process of co-regulation. If classrooms feel like spaces of constant surveillance, it can undermine intrinsic motivation and create anxiety rather than growth. We need to create environments where children feel safe, respected, and capable of making good decisions, with technology playing a limited, well-thought-out, and clearly defined role in supporting that process. EccoS Journal: Given the rise of AI-enabled feedback tools in early education, what are the pedagogical risks of delegating emotional validation – traditionally a deeply human role – to non-human entities? Daniela Fenu Foerch: AI-enabled feedback tools in early education are growing and bring efficiency, but it also raises important pedagogical concerns, especially when it comes to emotional validation, which is inherently human and relational. I believe that one major risk is the reduction of emotional validation to superficial responses. While AI can generate language that sounds empathetic, it lacks genuine attunement. Children may receive responses that are technically appropriate but emotionally flat, which can limit their ability to feel truly understood. However, AI-enabled feedback can be dangerous at times if the young child engages with emotional responses. Another important point to highlight is that AI may misinterpret children’s emotional cues. Young children communicate feelings through complex combinations of behavior, tone, and context. Without a full understanding of the situation, AI tools can respond inaccurately, potentially leading to missed opportunities for support or even reinforcing misunderstandings. Another consideration is that teachers’ over-reliance on these tools can undermine the development of their emotional competence. Educators need to practice empathy, co-regulation, and responsive communication. If AI becomes a substitute rather than a support, it may deskill one of the most essential aspects of teaching: presence, responsiveness, and relationship. EccoS Journal: Your research emphasizes Empathy and Emotional Intelligence. In an era dominated by fragmented digital media, how does traditional children’s literature serve as a "safe harbor" for developing deep empathy, and how can teachers protect the "slow time" required for literary immersion against the pressure of fast-paced curricula? Daniela Fenu Foerch: When children pick up a book and engage in traditional literature reading, they enter a focused state that allows them to step inside the story, especially the characters who are living those experiences. This kind of immersion is crucial for empathy development because it gives children a space to connect emotionally with characters, situations, and perspectives over time. When children connect and are able to feel the characters’ viewpoints and emotions, not only they connect emotionally but also at a cognitive level. This is something that is hard to achieve through algorithm-driven content. This immersive time should be protected by educators and caregivers with intentionality. Teachers can prioritize interactive, regular read-alouds, create space for open-ended discussion, and allow for unhurried exploration of stories to develop and sustain a love of reading and lasting interactions with traditional literature. EccoS Journal: Given your focus on Global Competence, how can the integration of diverse artistic expressions (visual arts, music, and drama) serve as a universal language for young children to navigate political and cultural differences? Specifically, how can "Engagement Beyond the Classroom" include community-based art projects to empower families in polarized societies? Daniela Fenu Foerch: In my work around Global Competence, I see the arts as one of the most powerful “universal languages” we can offer young children, especially in contexts shaped by political or cultural polarization. Before children have the vocabulary to debate or even fully articulate differences, they already have the capacity to express, interpret, and connect through visual arts, music, and drama. A drawing or a dramatic role-play allows children to communicate feelings, experiences, and identities in ways that are accessible to everyone, regardless of background. This creates an inclusive entry point for dialogue and understanding. Additionally, through songs, stories, or visual symbols, children are exposed to the richness of their own and others’ experiences. This helps build empathy, the ability to feel how others do. As for engagement beyond the classroom, initiatives such as inviting families to participate in collaborative murals, storytelling events, or cultural art exhibitions can bring diverse families together through shared creative processes. The power of these projects lies in their ability to strengthen belonging and trust. When families see their cultures, languages, and histories represented and valued, they are more likely to engage with the school community. EccoS Journal: Your research emphasizes empowering families; how do you navigate the challenge of engaging parents whose personal political or religious beliefs might clash with the inclusive goals of a "global competence" curriculum? Daniela Fenu Foerch: This is a very good question. I strongly believe that engagement must be rooted in respect, not persuasion. The main priority when families hold beliefs that may differ from the goals of a global competence curriculum is to build trust through listening and relationship-building first, rather than approaching the conversation as a confrontation. I often start by creating space for families to feel heard and valued so that parents see that their perspectives, traditions, and concerns are genuinely respected. This leads to being much more open to dialogue. From there, I intentionally frame global competence around universal, shared values, things like respect, dignity, empathy, and kindness. These are human ideas. It’s also important to create intentionally thought-out entry points that honor family perspectives. This could be inviting families to share their own cultural traditions, food, languages, stories, or values in ways that feel authentic to them. This is very important. Focusing on the child’s well-being and development. Regardless of differences in belief systems, most families share a common goal: to ensure their children are safe, confident, and able to navigate the world successfully. Positioning global competence as a way to support those outcomes creates a strong foundation for collaboration. EccoS Journal: Having directed fully online programs, what specific policy changes are needed to ensure that "hybrid" models do not exacerbate the digital divide for low-income families and marginalized communities? Daniela Fenu Foerch: That’s a really important question, and it’s something I think about a lot in my role. As someone who leads both a fully online and a hybrid master’s program, I’ve learned that hybrid models only work well when they’re built around student choice and real-life context. In our case, students choose their track based on whether they can actually come to campus, so it’s not about preference alone; it’s about access and feasibility. From a policy standpoint, we need be very intentional about equity. That means making sure students have access to devices, reliable internet, and technical support. Otherwise, what we call “flexibility” can actually become another barrier for students who are already underserved. It’s also critical that the quality of the experience is the same across modalities. Online students shouldn’t feel like they’re getting a lesser version of the program. That requires strong course design, faculty training, and a commitment to meaningful engagement in both spaces. So far, the majority of our students prefer the fully online platform due to its flexibility. EccoS Journal: Given your experience in remote and hybrid education, how can Latin American systems – where rural and marginalized urban areas still face significant "connectivity poverty" – implement high-quality digital pedagogy without further widening the pre-existing social inequality gap? Daniela Fenu Foerch: In my experience, the starting point for Latin American systems should be context, not technology. One of the biggest mistakes in remote and hybrid education is assuming that digital expansion is always the right goal. It’s important to ask first: Does this community actually need more technology to meet its educational goals, or are there already effective ways of teaching and learning that should be strengthened rather than replaced? In many rural and marginalized urban communities, the issue is not simply a lack of innovation, but the risk of imposing solutions that are disconnected from people’s realities. Too often, outside experts promote technology as a universal answer, without fully understanding local strengths, cultural practices, or the ways communities are already meeting their needs. So, high-quality digital pedagogy should not mean rapid digitization at all costs. It should mean flexible, responsive approaches that match the local context. In some places, that may include low-tech or blended models, such as radio, printed materials, community-based learning, or limited digital tools used strategically rather than constantly. The goal is not to make every system look the same, but to design approaches that are accessible, relevant, and sustainable. Equity also requires cultural relevance. Any use of technology should respect local knowledge, language, and community priorities. If digital tools are introduced, they should solve real problems identified by the community, not just reflect outside assumptions about progress. Some communities might not need the same innovation. EccoS Journal: Latin America currently faces a "triple crisis" of learning loss (post-pandemic), high economic migration, and political polarization. In this context, how can Emotional Intelligence frameworks be used not just as a classroom tool, but as a mechanism for social cohesion and "democratic literacy" for children living in unstable environments? Daniela Fenu Foerch: Excellent question! Emotional Intelligence can play a much broader role than a classroom strategy. It can serve as a foundation for social unity and what I would call early “democratic literacy.” EI fosters empathy and perspective-taking. Children learn to recognize their own emotions and understand the feelings of others, and they begin to see differences not as a threat, but as something to engage with. These are the earliest building blocks of respectful dialogue and coexistence. EI also helps children navigate uncertainty and instability. Many children are experiencing displacement, family separation, or economic stress. Skills like emotional regulation and self-awareness provide them with tools to process change, manage anxiety, and build resilience in the face of ongoing disruption. In other words, essential skills that bring children back to the ideal happy state of mind. How is EI connected directly to democratic literacy? Children need to engage with others respectfully, tolerate disagreement, and consider multiple perspectives before they can participate in democratic processes. EI lays that foundation by teaching children to communicate, reflect, and relate to others constructively. In this way, Emotional Intelligence is not just about individual development; it becomes a social tool, one that helps children grow into empathetic, resilient, and civically engaged members of their communities EccoS Journal: At last which principles can be remembered and applied to support the emotional resilience of teachers who are currently overworked and undervalued? Daniela Fenu Foerch: Supporting teachers' emotional resilience requires both individual and systemic commitments. It’s not enough to ask teachers to be resilient; we have to create conditions that sustain them. It is a very significant and stressful job. It is important to consider that strong emotional support systems and peer collaboration are essential. Teaching can be isolating, but it shouldn’t be. Creating spaces where educators can share experiences, reflect together, and support one another helps normalize challenges and reduce burnout. Most importantly, we need to explicitly recognize and validate teachers as emotional professionals. Acknowledging this dimension of the work elevates the profession and ensures that emotional labor is seen, respected, and supported. Let’s not forget about encouraging self-care! It’s important to support teachers in setting limits, protecting their time, and prioritizing their well-being, but this only works if workloads are manageable. Otherwise, self-care becomes another burden rather than a support. Ultimately, supporting teacher resilience means shifting from a mindset of endurance to one of sustainability, where teachers are not just coping but are genuinely supported, valued, and able to thrive in their profession. Thank you for the opportunity to participate in this interview!</jats:p>