"In general, undesirable behaviors of people and particularly of children occur due to a lack of socioemotional skills and competences. The training and development of these skills begins in the family environment, the first environment with which the preschooler came into contact. However, preschool is the period of accelerated development on all levels: physical, cognitive and socioemotional. These periods develop the basic skills (cognitive, emotional and social) so necessary for adaptation to adult life. From the moment when children are received in kindergarten, the teacher must model their teaching discourse and behavior, in order to establish a network of appropriate and secure social relationships, in which each participant (child) to feel valued and confident, to express his inner experiences: thoughts, emotions, desires, motivations and so on. The aim of this study was to implement and test the effectiveness of an educational intervention program based on puppet theatre in order to develop emotional abilities (recognition of personal and other people’s emotions) and social abilities (social interaction, problem solving, respect for rules and tolerance). The results showed that puppet theatre contributes statistically significantly to the development of socio-emotional abilities in preschoolers, and after calculating the effect size, a strong effect was demonstrated for emotional expressiveness, regulation of socio-emotional response, empathy, self-image and cooperation, and in terms of social interaction the proposed intervention program had a medium effect."
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The preschool period becomes a favorable ground for the development of emotional and social skills. We consider that the educational and family environment play an important role in the development of these competencies. Emotional and social skills play an important role in the child's further development. A good ability to understand emotions, self-knowledge, the environment in which and how they occur develops empathy and at the same time allows the preschooler to relate effectively to those around him, to respond appropriately to the emotions of others and to adapt more easily to the social environment. The main purpose of this research refers to the increased efficiency of both the role play and the artistic-plastic activities in the socio-emotional development of preschoolers. By introducing role-playing games in the didactic activity through stories and artistic-plastic activities, educational actions are initiated, the results of which are recorded and processed in order to demonstrate their value. The results of this study showed that the use of artistic and plastic activities as well as role play contributed to managing their own emotions, to understanding the need to respect the feelings and feelings of others, developing the ability to relate to others, improving skills, communication and self-expression in the development of self-confidence, the development of confidence in individual abilities, the development of self-control identifying possible solutions to problems such as anger, disappointment, sadness.
"The transition from high school education to tertiary education or employment brings adolescents in front of an important decision on choosing their career. One of the most important decisions to be made by a adolescent is choosing an occupation. Throughout the four years of high school, the adolescent reconsiders this countless times as they discover new skills and particularities. The purpose of this research is to investigate the relationship among 11th grade adolescents’ career indecisiveness, values and optimism within choosing a career. The results have shown that a low level of optimism contributes to the increase of career indecisiveness level, to a low level of information gathering regarding decision making, both related to the self and to the career, and to the occurrence of internal conflicts. "
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