Page 150 - 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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ta Licardo in Metka Purgaj
Licardo, M. 2016. Razvojni mejniki jezikovnih zmožnosti, socialno-emocionalnega
področja in opolnomočenje staršev za uporabo literature, iger in drugih di-
daktičnih sredstev: gradivo za multiplikatorje. Maribor: Pedagoška fakulteta.
Ministrstvo za šolstvo in šport. 1999. Kurikulum za vrtce: predšolska vzgoja v vrt-
cih. Ljubljana: Ministrstvo za šolstvo in šport.
Marjanovič Umek, L., M. Zupančič, U. Fekonja, T. Kavčič, M. Svetina, T. Ravnik, in
B. Bratanič. 2004. Razvojna psihologija. Ljubljana: Znanstvenoraziskovalni
inštitut Filozofske fakultete.
Payton, J. W., R. P. Weissberg, J. A. Durlak, A. B. Dymnicki, R. D. Taylor in K.
B. Schellinger. 2008. The Positive Impact of Social and Emotional Learning
from Kindergarten to Eighth-Grade Students: Findings from Three Scientific
Reviews. Chicago: Collaborative for Academic, Social and Emotional Lear-
ning.
Petty, K. 2016. Developmental Milestones of Young Children. St. Paul, MN: Redleaf
Press.
Phillips, D., K. McCartney in A. Sussman. 2006. »Child Care and Early Develop-
ment.« V Blackwell Handbook of Early Childhood Development, ur. K. McCar-
tney in D. Phillips, 471–489. Malden, MA: Blackwell.
Pianta, R. C., W. S. Barnett, M. Burchinal in K. R. Thornburg. 2009. »The Effects
of Preschool Education: What We Know, How Public Policy Is Or Is Not Ali-
gned with Evidence Base, and What We Need to Know.« Psychological Sci-
ence in the Public Interest 10:49–88.
Powell, D., G. Dunlap in L. Fox. 2006. »Prevention and Intervention for Challen-
ging Behaviors of Toddlers and Pre-Schoolers.« Infants and Young Children
19 (1): 25–35.
Rimm-Kaufman, S. E., R. C. Pianta in M. L. Cox. 2000. »Teachers’ Judgements
of Problems in the Transition to Kindergarten«. Early Childhood Research
Quarterly 15 (2): 147–166.
Thompson, R. A., in K. H. Lagattuta. 2006. Feeling and Understanding: Early Emo-
tional Development. Malden, MD: Blackwell.
Ward Plat, M. 2010. Moj čudežni malček: popoln vodnik po otrokovem razvoju od
rojstva do 5. leta. Ljubljana: Mladinska knjiga.
Woofolk, A. 2002. Pedagoška psihologija. Ljubljana: Educy.
The Use of Good Practices for Social-Emotional Development
with Children Age One to Three Years in Kindergarten
This paper presents the purpose of good practices for social-emotional devel-
opment of children from one to three years. In the research we analysed the
teachers’ assessment of social-emotional development in comparison to other
developmental areas (e. g. aesthetic development, moral ethical development,
cognitive development, motoric development) and the assessment of social
sciences in comparison with other subject areas of curriculum (art, science,
150
Licardo, M. 2016. Razvojni mejniki jezikovnih zmožnosti, socialno-emocionalnega
področja in opolnomočenje staršev za uporabo literature, iger in drugih di-
daktičnih sredstev: gradivo za multiplikatorje. Maribor: Pedagoška fakulteta.
Ministrstvo za šolstvo in šport. 1999. Kurikulum za vrtce: predšolska vzgoja v vrt-
cih. Ljubljana: Ministrstvo za šolstvo in šport.
Marjanovič Umek, L., M. Zupančič, U. Fekonja, T. Kavčič, M. Svetina, T. Ravnik, in
B. Bratanič. 2004. Razvojna psihologija. Ljubljana: Znanstvenoraziskovalni
inštitut Filozofske fakultete.
Payton, J. W., R. P. Weissberg, J. A. Durlak, A. B. Dymnicki, R. D. Taylor in K.
B. Schellinger. 2008. The Positive Impact of Social and Emotional Learning
from Kindergarten to Eighth-Grade Students: Findings from Three Scientific
Reviews. Chicago: Collaborative for Academic, Social and Emotional Lear-
ning.
Petty, K. 2016. Developmental Milestones of Young Children. St. Paul, MN: Redleaf
Press.
Phillips, D., K. McCartney in A. Sussman. 2006. »Child Care and Early Develop-
ment.« V Blackwell Handbook of Early Childhood Development, ur. K. McCar-
tney in D. Phillips, 471–489. Malden, MA: Blackwell.
Pianta, R. C., W. S. Barnett, M. Burchinal in K. R. Thornburg. 2009. »The Effects
of Preschool Education: What We Know, How Public Policy Is Or Is Not Ali-
gned with Evidence Base, and What We Need to Know.« Psychological Sci-
ence in the Public Interest 10:49–88.
Powell, D., G. Dunlap in L. Fox. 2006. »Prevention and Intervention for Challen-
ging Behaviors of Toddlers and Pre-Schoolers.« Infants and Young Children
19 (1): 25–35.
Rimm-Kaufman, S. E., R. C. Pianta in M. L. Cox. 2000. »Teachers’ Judgements
of Problems in the Transition to Kindergarten«. Early Childhood Research
Quarterly 15 (2): 147–166.
Thompson, R. A., in K. H. Lagattuta. 2006. Feeling and Understanding: Early Emo-
tional Development. Malden, MD: Blackwell.
Ward Plat, M. 2010. Moj čudežni malček: popoln vodnik po otrokovem razvoju od
rojstva do 5. leta. Ljubljana: Mladinska knjiga.
Woofolk, A. 2002. Pedagoška psihologija. Ljubljana: Educy.
The Use of Good Practices for Social-Emotional Development
with Children Age One to Three Years in Kindergarten
This paper presents the purpose of good practices for social-emotional devel-
opment of children from one to three years. In the research we analysed the
teachers’ assessment of social-emotional development in comparison to other
developmental areas (e. g. aesthetic development, moral ethical development,
cognitive development, motoric development) and the assessment of social
sciences in comparison with other subject areas of curriculum (art, science,
150
