Social and Emotional Learning and Play in Early Years [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (18th, Online, Jun 2020).

Autor/inn/en	Ljubetic, Maja; Maglica, Toni; Vukadin, Željana
Institution	Bulgarian Comparative Education Society (BCES)
Titel	Social and Emotional Learning and Play in Early Years [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (18th, Online, Jun 2020).
Quelle	(2020), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Emotional Learning; Play; Preschool Children; Child Development; Interpersonal Competence; Preschool Education + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Interpersonale Kompetenz
Abstract	The aim of the paper is to briefly explain the relationship between "early and preschool-aged children's play" and social-emotional learning (SEL). Play, as the child's dominant activity, ensures his full and healthy development and SEL makes a significant contribution to it. As SEL is important for a children's healthy growth, it has recently been the subject of numerous studies and, as a result, has become an indispensable part of the curricula of educational institutions. Socio-emotional competencies enable children to make achievements and advance both academically and personally. In this paper, the emphasis is placed on symbolic and peer play and it is concluded that both types provide opportunities for enhancing all social and emotional competencies (responsible decision-making, social awareness, social skills, self-awareness, and self-management). The prerequisite for creating the conditions for appropriate SEL of early and preschool-aged children are socially-emotionally competent educators (and parents). It is necessary to enrich study programmes at universities where educators are trained in the field of social-emotional competencies and indirectly to enable parents of early and preschool-aged children to learn this as well. (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01