Page 151 - 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
P. 151
Uporaba dobrih praks za spodbujanje socialno-emocionalnega razvoja
language, sport, mathematics). Analysed were also differences in use of good
practices among homogeneous and heterogeneous groups. Results indicate
that preschool teachers who work with 1 to 3 years old children assess social
emotional development as one of most important. Results also indicate that
in homogenous groups (1 to 3 years) practices for social emotional develop-
ment are used more often than in heterogeneous groups. Preschool teachers
most often use practices which are part of daily interaction, less often they use
practices which demand planning and knowledge about specific strategies.
Keywords: social-emotional development, methods, good practices, early child-
hood, preschool education
151
language, sport, mathematics). Analysed were also differences in use of good
practices among homogeneous and heterogeneous groups. Results indicate
that preschool teachers who work with 1 to 3 years old children assess social
emotional development as one of most important. Results also indicate that
in homogenous groups (1 to 3 years) practices for social emotional develop-
ment are used more often than in heterogeneous groups. Preschool teachers
most often use practices which are part of daily interaction, less often they use
practices which demand planning and knowledge about specific strategies.
Keywords: social-emotional development, methods, good practices, early child-
hood, preschool education
151
