scholarly journals Reasons For Enrolment In The Kindergarten And The Parents' Satisfaction With The Specific Elements Of The Kindergarten/Razlozi upisa i zadovoljstvo roditelja pojedinim elementima rada dječjeg vrtića

2019 ◽  
Vol 21 ◽  
Author(s):  
Jasmina Hadela ◽  
Nena Rončević ◽  
Melita Pergar
Keyword(s):  
Early Childhood ◽  
Key Words ◽  
Emotional Development ◽  
Preschool Teachers ◽  
Educational Institution ◽  
Social And Emotional Development ◽  
High Quality ◽  
Social And Emotional ◽  
Key Words Communication ◽  
Communication Space

The importance of the partnership between the parents and the kindergarten is indisputable and there are a number of works which explore the topic of the collaboration between the parents and the preschool teachers. However, there is a lack of studies that examine the parents perception of the satisfaction with the specific elements of the kindergarten, which is an important predictor for a high-quality partnership, in the present and in the future. In accordance with the aforementioned, the goal of this research is to determine the level of the parents satisfaction with the specific elements of the kindergarten, as well as the reasons for the enrolment of children in the kindergarten. The research participants are the parents (N=132) of the children in early childhood and the preschool children who are enrolled in the kindergartens established by the units of the local self-government in the Međimurje County. The results show that the parents are predominantly satisfied with the kindergarten, and the childrens social and emotional development is highlighted as the reason for the childrens enrolment in the educational institution. Key words: communication; space; the parents attitudes; partnership with the kindergartenVažnost partnerstva roditelja i dječjeg vrtića je neupitna te postoje mnoga istraživanja i radovi koji se bave pitanjem suradnje roditelja i odgajatelja. Međutim, manji je broj istraživanja koja ukazuju na percepciju zadovoljstva određenim elementima dječjeg vrtića od strane roditelja to je svakako važan prediktor kvalitetnog partnerstva, kako u sadanjosti tako i budućnosti. Sukladno tome, cilj je ovog istraživanja bio utvrditi u kojoj su mjeri roditelji zadovoljni pojedinim elementima rada dječjeg vrtića te koji su razlozi upisa djeteta u dječji vrtić. U istraživanju su sudjelovali roditelji (N=132) djece rane i predkolske dobi koja su polaznici dječjih vrtića čiji su osnivači lokalne jedinice u Međimurskoj županiji.Rezultati ukazuju kako su roditelji uglavnom zadovoljni dječjim vrtićem, a kao razloge upisa djeteta u odgojno-obrazovnu ustanovu procjenjuju one koji se odnose na socijalni i emocionalni razvoj djeteta.Ključne riječi: komunikacija; prostor; stavovi roditelja; partnerstvo s vrtićem

scholarly journals Perkembangan Emosi dan Sosial Pada Anak Usia Dini

2013 ◽  
Vol 18 (3) ◽  
pp. 423-438
Author(s):  
Novi Mulyani
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Human Development ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Complex Process ◽  
The Social

Abstract Human development is a complex process, which can be divided into four major domains, namely the physical, intellectual (including cognitive and language), as well as emotional and social (including moral development). In this paper the author will learn about the social and emotional development in early childhood. Social-emotional development of children is the sensitivity to understand other people’s feelings when interacting in everyday life. Social-emotional development is true can not be separated from each other. When discussing the social development of children it must intersect with the emotional development of children. Keywords: developmental, social, emotional, child.

scholarly journals Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 229
Author(s):  
Ruth Wallace ◽  
Karen Lombardi ◽  
Charlotte De Backer ◽  
Leesa Costello ◽  
Amanda Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Food Sharing ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Care Services ◽  
Education And Care ◽  
Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

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2017 ◽  
Vol 19 (7) ◽  
pp. 46-48
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Early Years ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
School Learning ◽  
Learning Alliance ◽  
Children’S Behaviour ◽  
Father And Son

scholarly journals “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1530
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Andrea Nolan ◽  
Aya Mousa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Impact

Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

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