SPODBUJANJE SOCIALNEGA IN EMOCIONALNEGA UČENJA PREDŠOLSKIH OTROK V VRTCU

Veit Berčnik, Maja

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Title:	SPODBUJANJE SOCIALNEGA IN EMOCIONALNEGA UČENJA PREDŠOLSKIH OTROK V VRTCU
Authors:	ID Veit Berčnik, Maja (Author) ID Hmelak, Maja (Mentor) More about this mentor...
Files:	VS_Veit_Bercnik_Maja_2016.pdf (1,21 MB) MD5: 6A95EEFB211D47947F85C93DA4164630
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Diplomsko delo z naslovom Spodbujanje socialnega in emocionalnega učenja predšolskega otroka v vrtcu je sestavljeno iz teoretičnega in empiričnega dela. V teoretičen delu so predstavljene ugotovitve in razmišljanja različnih avtorjev. Prvi del obsega emocionalni razvoj, v katerem so bili izpostavljeni razvoj čustev, začetki čustvenega izražanja ter razumevanje in nadzorovanje čustev pri različnih starostih otrok. Drugi del teoretičnega dela pa se osredotoča na socialni razvoj, pri čemer sta bila v središču zanimanja razvoj socialnih kompetenc ter odnos med vrstniki in dejavniki, ki vplivajo na uspešno izvajanje aktivnosti, s katerimi otroci pridobivajo socialno-emocionalne kompetence. Ker čustva organizirajo in uravnavajo posameznikove izkušnje na vsakem področju življenja ter služijo posameznikovemu prilagajanju na okolje, je bila v diplomskem delu izpostavljena pomembnost spodbujanja socialnega in emocionalnega razvoja ter učenja predšolskega otroka v vrtcu, predstavljene pa so bile tudi dejavnosti, ki jih izvajamo v Vrtcu Tezno Maribor. V empiričnem delu diplome so bila predstavljena spoznanja in stališča o pomembnosti socialnega in čustvenega razvoja otroka v primerjavi z drugimi vidiki otrokovega razvoja ter spoznanja o prisotnosti načrtovanih vsebin s področja socialnega in emocionalnega učenja v praksi. V diplomski nalogi so bila predstavljena tudi stališča vzgojiteljev o dejavnikih, ki vplivajo na načrtovanje in uspešno izvajanje aktivnosti s področja socialno-emocionalnega učenja. Podatki, pridobljeni od vzgojiteljev mariborskih vrtcev, so pokazali, da je sistematično načrtovanje ciljev in vsebin s področja socialno-emocionalnega učenja zelo pomembno, saj otroci v tej starosti pridobijo nova spoznanja in razvijejo strategije za uspešno vključevanje v družbo.
Keywords:	KLJUČNE BESEDE: emocionalne kompetence, emocionalni razvoj, predšolska vzgoja, socialne kompetence, socialni razvoj.
Place of publishing:	Maribor
Publisher:	[M. Veit Berčnik]
Year of publishing:	2016
PID:	20.500.12556/DKUM-58248
UDC:	159.922.7-053.4(043.2)
COBISS.SI-ID:	22261768
NUK URN:	URN:SI:UM:DK:Y9WYCPFQ
Publication date in DKUM:	08.06.2016
Views:	5444
Downloads:	1087
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	PROMOTING CHILDREN'S SOCIAL AND EMOTIONAL LEARNING IN KINDERGARTEN
Abstract:	My graduate paper entitled “Promoting social and emotional learning in preschool children during nursery school” consists of a theoretical and an empirical part. The theoretical part outlines the findings and deliberations arrived at by different authors. The first chapter deals with emotional development and highlights the development of emotions, the beginnings of emotional expression, and the understanding and control over emotions in children of different ages. The second chapter of the theoretical part focuses on social development and puts in the centre of attention the development of social skills, the relation between peers and the factors influencing the successful implementation of children’s activities aimed at acquisition of social & emotional skills. Since emotions influence how individuals organise and regulate their experience in every area of life, as well as help them adapt themselves to the environment, the graduate paper highlights the significance of promoting social and emotional development and learning in preschool children during nursery school, and also presents the activities carried out in the Nursery School Tezno Maribor. The empirical part of the graduate paper presents the findings and positions on the relevance of social and emotional development in children compared to other aspects of the child’s development, as well as the findings on the availability of scheduled contents in the field of social and emotional learning in practice. The graduate paper also presents the positions of childcare workers on the factors that influence the planning and the successful implementation of activities in the field of social & emotional learning. Data obtained from the childcare workers working in nursery schools in Maribor have shown that systematic planning of goals and contents in the field of social & emotional learning is extremely important since at that young age children acquire new findings and develop strategies for a successful integration into the society.
Keywords:	emotional development, emotional competencies, preschool education, social competencies, social development

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