The Child's Emotional Development as Basis for Cooperation between Kindergarten and Family

Zakharova, Larisa M.; Silakova, Marina

doi:10.1016/j.sbspro.2016.10.143

Cited by 3 publications

(6 citation statements)

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“…While children are often left tends to overcome difficulties emotions because they feel anxious and insecure. But the results of the study show that modern parents are often worried about their children when separated from children so that children are not given independence and their anxiety is transmitted to the child that affects the child's emotional development [5].…”

Section: Factors Affecting Child's Emotional Social Developmentmentioning

confidence: 94%

“…From the results of research conducted Zakharova & Silakova in [5] the relationship of parents and children is a special family subsystem that will determine the mental and emotional development of children and also determine how the process of socialization in children. The main characteristic in the parent-child relationship system is affection.…”

Section: Factors Affecting Child's Emotional Social Developmentmentioning

confidence: 99%

“…Martani in [8] explained that the education of children of age early is a form of stimulation which is basically the intervention efforts of creating early childhood environment that stimulates all aspects of child development. The main characteristics of the system of relations with a child in the park childhood or early childhood institutions is a mutual understanding and interaction with each other, taking into account the characteristics and interests of the other children [5].…”

Section: Factors Affecting Child's Emotional Social Developmentmentioning

confidence: 99%

“…[4]. Zakharova and Silakova in [5] revealed that Early Childhood Education institutions in this case have important roles and duties in developing social and emotional children. The main characteristics of the system of relations with a child in the garden of childhood is of mutual understanding and interaction with each other, taking into account the characteristics and interests of the other children.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Social Emotional Learning in Increasing the Social Emotional and Academic Development of Children in Early Childhood Education

Fakhri¹,

Faujiyah²

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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Many research results show that the emotional social development aspect has no less important role in determining the future of the child in the field of academic as well as the formation of mental and personality that is valid until the end of life. Many affecting social emotional development in children aged early i.e. family circumstances, state of the society, as well as schools. One way to develop the emotional social aspect of children optimally is Social Emotional Learning which is a process of acquiring comprehensive and integrated emotional social skills by involving all units within the child's environment such as family, community, teachers, school staff, and peers. Social Emotional Learning focuses on five aspects namely, self-awareness, self-regulation, social awareness, responsible in making decisions, and ability in relationships. With social emotional learning the child can be helped to gain knowledge and understanding about the feelings of himself and others, make good decisions, and can maintain relationships with others.

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Section: Factors Affecting Child's Emotional Social Developmentmentioning

confidence: 94%

Section: Factors Affecting Child's Emotional Social Developmentmentioning

confidence: 99%

Section: Factors Affecting Child's Emotional Social Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Social Emotional Learning in Increasing the Social Emotional and Academic Development of Children in Early Childhood Education

Fakhri¹,

Faujiyah²

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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“…La principal característica del sistema de relación padre-hijo es el vínculo afectivo positivo que determina la credibilidad ante un niño, la alegría y el placer de comunicarse con él, el deseo de protección y seguridad, aceptación y atención incondicionales, y una actitud holística. 5 Las intervenciones desde el ámbito escolar durante las primeras etapas de la vida, brindan a los niños habilidades para manejar el estrés y mejorar su desempeño socioemocional, habilidades cognitivas y conductuales [6][7][8] lo que contribuye también a promover un aumento en sus funciones ejecutivas (atención y autocontrol) así como sus habilidades socioemocionales (resiliencia y disminución de comportamiento disruptivo). 8,9 Desde el ámbito escolar las creencias y comportamientos de los docentes, junto con su apoyo a la autonomía de los estudiantes, ayudan a crear un clima de aprendizaje favorable a la práctica de la toma de decisiones y habilidades de autorregulación, en el que los estudiantes se involucran en las actividades escolares.…”

Section: Introductionunclassified

Intervenciones Cognitivas, Emocionales y Educativas Para Niños en Primera Infancia. Revisión Sistemática.

Pardo-Patiño,

Cuervo,

Villanueva-Bonilla

2023

revecuatneurol

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Introducción. Es indispensable implementar procesos de intervención durante la primera infancia para el reconocimiento, gestión y manejo de las emociones. Esta etapa del desarrollo es la base para el aprendizaje y la adquisición de habilidades cognitivas, comportamentales y sociales. Objetivo. Evaluar la calidad de las intervenciones desde los aspectos cognitivos, emocionales y comportamentales en la primera infancia, que permitan orientar programas educativos para el desarrollo y fortalecimiento de la inteligencia emocional. Método. Se realizó una búsqueda en bases de datos digitales: Scopus, ScienceDirect, APA PsycNET, ProQuest, Web of Science y Pubmed entre enero de 2013 y agosto de 2022. Resultados. Se identificaron 165 artículos en las bases de datos mencionadas, resultando 26 artículos después de emplear los diferentes filtros de selección y criterios de inclusión. Se identificaron intervenciones centradas en la familia (14 intervenciones), la escuela (7 intervenciones) y los niños (4 intervenciones). Discusión. Se destaca el interés en el desarrollo de programas de intervención para niños en primera infancia con estándares de calidad a nivel investigativo (ensayos clínicos, muestras amplias, control de sesgos) y con resultados positivos que develan la importancia de realizar un acompañamiento adecuado en dicha etapa del desarrollo.

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Partnerstvo predškolske ustanove i lokalne zajednice iz perspektive roditelja

Marković,

Stanisavljević Petrović,

Mamutović

2024

SNZ

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Osnovni cilj ovog istraživanja je da se ispitaju percepcije roditelja o partnerstvu predškolske ustanove i lokalne zajednice. U radu se ukazuje na značaj upoznavanja dece sa neposrednim lokalnim okruženjem, kao i na različite oblike partnerstva poput poseta, zajedničkih akcija i manifestacija, koji su prisutni u praksi predškolskog vaspitanja. Pored postojećih oblika partnerstva, pažnja je posvećena potencijalima lokalne zajednice za učenje dece predškolskog uzrasta i stvaranja osnove za očuvanje kulture, tradicije i običaja zajednice u kojoj odrastaju. U istraživanju je korišćena deskriptivna metoda, a osnovni instrument istraživanja je skala procene Likertovog tipa. Uzorak istraživanja čine roditelji čija deca pohađaju državne predškolske ustanove. Podaci istraživanja su prikupljeni neposredno, u saradnji s vaspitačima i uz saglasnost direktora ustanova. Rezultati istraživanja su delimično potvrdili postavljene hipoteze da predškolska ustanova i lokalna zajednica ostvaruju partnerstva u raznovrsnim aktivnostima u cilju pružanja podrške kvalitetu vaspitno-obrazovnog rada, kao i da postoje statistički značajne razlike u stavovima roditelja u odnosu na karakteristike uzorka. Najvažnije implikacije nalaza našeg istraživanja odnose se na doprinos unapređenju postojeće vaspitno-obrazovne prakse, imajući u vidu da se tretirani problem sagledava iz perspektive roditelja koji su jedan od ključnih faktora uspešne saradnje na svim nivoima.

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The Child's Emotional Development as Basis for Cooperation between Kindergarten and Family

Cited by 3 publications

References 1 publication

Social Emotional Learning in Increasing the Social Emotional and Academic Development of Children in Early Childhood Education

Social Emotional Learning in Increasing the Social Emotional and Academic Development of Children in Early Childhood Education

Intervenciones Cognitivas, Emocionales y Educativas Para Niños en Primera Infancia. Revisión Sistemática.

Partnerstvo predškolske ustanove i lokalne zajednice iz perspektive roditelja

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