Page 149 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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Uporaba dobrih praks za spodbujanje socialno-emocionalnega razvoja
Pri ugotavljanju razlik med homogenimi in heterogenimi skupinami smo
ugotovili, da delo v homogenih skupinah v 1. SO omogoča lažje razmere
in več časa za uporabo dobrih praks, namenjenih spodbujanju socialno-
emocionalnega razvoja. Morda zato, ker strokovni delavci v heterogenih
skupinah ne morejo veliko časa nameniti delu s posameznim otrokom, saj
so razlike med otroki večje in je potrebno veliko truda za samo vodenje
skupine, zato so homogene skupine v 1. SO ugodnejše za otrokov socialno-
emocionalni razvoj, čeprav bi bilo potrebno dodatno raziskovanje, da bi
lahko ta rezultat posplošili.
Literatura
Blair, C. 2002. »School Readiness: Integrating Cognition and Emotion in a Neu-
robiological Conceptualization of Children’s Functioning at School Entry.«
American Psychologist 57 (2): 111–127.
Cohen, J. 2001. Caring Classrooms, Intelligent Schools: The Social and Emotional
Education of Young Children. New York: Teacher College Press.
DeVellis, R. F. 2003. Scale Development: Theory and Applications. Thousand Oaks,
CA: Sage.
DiPerna, J. C., in S. N. Elliot. 2002. »Promoting Academic Enablers to Improve
Student Achievement: An Itroduction to the Mini-Series.« School Psycho-
logy Review 31:293–297.
Durlak, J. A., R. P. Weiessber, K. B. Schellinger, A. B. Dymnicki in R. D. Taylor.
2011. »The Impact of Enhancing Students’ Social and Emotional Learning:
A Meta-Analysis of School Based Universal Interventions.« Child Develop-
ment 81 (1): 405–432.
Early Learning Guidelines for Children Birth to Age Three: Standards, Age Descrip-
tors, Indicators for Children, and Strategies for Interaction. 2015. Ilinois: Uni-
versity of Ilinois at Urbana-Champaign.
Elias, M. J., J. E. Zins, R. P. Weissberg, K. S. Frey, M. T. Greenberg in N. M. Haynes.
1997. Promoting Social and Emotional Learning: Guidelines for Educators.
Alexandria: Association for Supervision and Curriculum Development.
Goodman, A., H. Joshi, B. Nasim in C. Tyler. 2015. Social and Emotional Skills in
Childhood and Their Long-Term Effects on Adult Life. London: University Col-
lege London.
Hyson, M. 2004. The Emotional Development of Young Children. New York: Tea-
chers College Press.
Ivić, I., J. Novak, N. Atanacković in M. Ašković. 2002. Razvojni koraki: pregled
osnovnih značilnosti otrokovega razvoja od rojstva do sedmega leta. Ljub-
ljana: Inštitut za psihologijo osebnosti.
Joseph, G. G., in P. S. Strain. 2003. »Comprehensive, Evidence-Based Social-
Emotional Curricula of Young Children: An Analysis of Efficacious Adop-
tion Potential.« Topics in Early Childhood Special Education 23 (2): 65–76.
149
Pri ugotavljanju razlik med homogenimi in heterogenimi skupinami smo
ugotovili, da delo v homogenih skupinah v 1. SO omogoča lažje razmere
in več časa za uporabo dobrih praks, namenjenih spodbujanju socialno-
emocionalnega razvoja. Morda zato, ker strokovni delavci v heterogenih
skupinah ne morejo veliko časa nameniti delu s posameznim otrokom, saj
so razlike med otroki večje in je potrebno veliko truda za samo vodenje
skupine, zato so homogene skupine v 1. SO ugodnejše za otrokov socialno-
emocionalni razvoj, čeprav bi bilo potrebno dodatno raziskovanje, da bi
lahko ta rezultat posplošili.
Literatura
Blair, C. 2002. »School Readiness: Integrating Cognition and Emotion in a Neu-
robiological Conceptualization of Children’s Functioning at School Entry.«
American Psychologist 57 (2): 111–127.
Cohen, J. 2001. Caring Classrooms, Intelligent Schools: The Social and Emotional
Education of Young Children. New York: Teacher College Press.
DeVellis, R. F. 2003. Scale Development: Theory and Applications. Thousand Oaks,
CA: Sage.
DiPerna, J. C., in S. N. Elliot. 2002. »Promoting Academic Enablers to Improve
Student Achievement: An Itroduction to the Mini-Series.« School Psycho-
logy Review 31:293–297.
Durlak, J. A., R. P. Weiessber, K. B. Schellinger, A. B. Dymnicki in R. D. Taylor.
2011. »The Impact of Enhancing Students’ Social and Emotional Learning:
A Meta-Analysis of School Based Universal Interventions.« Child Develop-
ment 81 (1): 405–432.
Early Learning Guidelines for Children Birth to Age Three: Standards, Age Descrip-
tors, Indicators for Children, and Strategies for Interaction. 2015. Ilinois: Uni-
versity of Ilinois at Urbana-Champaign.
Elias, M. J., J. E. Zins, R. P. Weissberg, K. S. Frey, M. T. Greenberg in N. M. Haynes.
1997. Promoting Social and Emotional Learning: Guidelines for Educators.
Alexandria: Association for Supervision and Curriculum Development.
Goodman, A., H. Joshi, B. Nasim in C. Tyler. 2015. Social and Emotional Skills in
Childhood and Their Long-Term Effects on Adult Life. London: University Col-
lege London.
Hyson, M. 2004. The Emotional Development of Young Children. New York: Tea-
chers College Press.
Ivić, I., J. Novak, N. Atanacković in M. Ašković. 2002. Razvojni koraki: pregled
osnovnih značilnosti otrokovega razvoja od rojstva do sedmega leta. Ljub-
ljana: Inštitut za psihologijo osebnosti.
Joseph, G. G., in P. S. Strain. 2003. »Comprehensive, Evidence-Based Social-
Emotional Curricula of Young Children: An Analysis of Efficacious Adop-
tion Potential.« Topics in Early Childhood Special Education 23 (2): 65–76.
149
