Social-emotional competences of preschoolers : : the impact of outdoor educational activities / / Otilia Clipa, Erica Cimpan.

• Superior document: Erziehungskonzeptionen und Praxis ; Volume 84
• VerfasserIn: Clipa, Otilia,; Cîmpan, Erica,
• TeilnehmendeR: Cîmpan, Erica,
• Place / Publishing House: Berlin : : Peter Lang,, [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Erziehungskonzeptionen und Praxis ; Volume 84.
• Physical Description: 1 online resource (141 pages) :; illustrations.

Early childhood education is a new & priority of European trends education and a means of increasing the quality of the life. This study aims to provide an analysis of the kindergartens in nature experiences, where children’s lives are conducted in close contact with nature and the outdoor activities in any season and in any weather are an important part of the daily program. These outdoor activities have a significant contribution to social and emotional development of the preschoolers. The concept of kindergartens in nature is an innovative educational concept in which the education for sustainable management and environment has an integrated approach. These activities contribute to the social and emotional development of preschoolers.

Table of Contents

Introduction -- Chapter I Development of social and emotional competences in early education -- I.1 The development of affectivity in preschool -- I.1.1 Strong/secure attachment -- I.1.2 Weak - fugitive/anxious attachment -- I.1.3 Weak - durable attachment -- I.1.4 Unorganized - weak attachment -- I.1.4.1 Self-esteem and behavioral disorders -- I.1.4.2 Sociability and addiction within social relations -- I.1.4.3 Brotherhood relationships -- I.1.4.4 Empathy -- I.1.4.5 Collaborative manner -- I.1.4.6 Problem-solving and creativity

I.2 Social and emotional competence in the preschool period -- Chapter II Early childhood education through outdoor activities - theoretical frame -- II.1 Educational theories about outdoor activities -- II.1.1 The Froebel pedagogy -- II.1.2 The Montessori pedagogy -- II.1.3 Nature (forest) pedagogy -- II. 2 Outdoor activities -- II.2.1 Outdoor kindergarten - concept and context -- II.2.2 The history of outdoor (forest) kindergarten -- II.2.3 Forms of outdoor (forest) kindergartens -- II.2.3.1 The classic kindergarten in the nature -- II.2.3.2 The integrated kindergarten in the nature

II.2.3.3 Other versions -- II.2.4 Differences between traditional and outdoor kindergartens -- II.3 Education through the outdoor activities and the impact for development of preschool's personality -- II.3.1 Social education -- II.3.2 Sensory development -- II.3.3 Motor development -- II.3.4 Education for the environment -- II.3.5 Organization and daily activities -- II.3.6 Education for dangers in the nature -- II.3.7 Nature - a therapeutic factor -- Chapter III Development of children personality through the outdoor activities - research -- III.1 Objectives of the research

III.2 Research hypotheses -- General hypothesis 1: -- General hypotheses 2: -- General hypothesis 3: -- III.3 Description of the method and the data collection tool -- III.4 Subjects of the research -- III.5 Coding, analysis and data-processing procedures -- III.6 Overall results -- III.6.1 Comparative analysis of the emotional abilities of children in outdoor and traditional kindergartens -- III.6.2 Comparative analysis of the social abilities of preschool children in outdoor kindergartens and traditional kindergartens

III.6.3 Comparative analysis of the cognitive abilities of preschool children in outdoor and traditional kindergartens -- III.6.4 Comparative analysis of the motivational abilities of preschoolers in outdoor and traditional kindergartens -- III.7 Interpretation of research hypotheses -- III.7.1 General hypothesis 1 -- III.7.1.1 Specific hypothesis 1.1 -- III.7.1.2 Specific hypothesis 1.2 -- III.7.1.3 Specific hypothesis 1.3 -- III.7.1.4 Specific hypothesis 1.4 -- III.7.2 General hypothesis 2 -- III.7.2.1 Specific hypothesis 2.1 -- III.7.2.2 Specific hypothesis 2.2