05360oam 2200625 450 991055868920332120210529001948.03-631-83913-83-631-83912-X(CKB)4100000011632761(MiAaPQ)EBC6420000(oapen)https://directory.doabooks.org/handle/20.500.12854/80809(EXLCZ)99410000001163276120210529d2020 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierSocial-emotional competences of preschoolers the impact of outdoor educational activities /Otilia Clipa, Erica CimpanBernPeter Lang International Academic Publishing Group2020Berlin :Peter Lang,[2020]©20201 online resource (141 pages) illustrationsErziehungskonzeptionen und Praxis ;Volume 843-631-80754-6 Includes bibliographical references.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 creativityI.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 natureII.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 researchIII.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 kindergartensIII.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 2.2Early 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.Erziehungskonzeptionen und Praxis ;Volume 84.Outdoor educationActivitiesClipaCompetencesEducationalEmotionalImpactOutdoorPreschoolersSocialOutdoor education.371.384Clipa Otilia1221828CiÌ‚mpan EricaMiAaPQMiAaPQUtOrBLWBOOK9910558689203321Social-emotional competences of preschoolers2833252UNINA01801nam 2200481I 450 991070741170332120161123100118.0(CKB)5470000002465415(OCoLC)957775734(EXLCZ)99547000000246541520160906j19830930 ua 0engurbn|||||||||txtrdacontentcrdamediacrrdacarrierMolecular contamination math model support /author, Russell Wells ; prepared for National Aeronautics and Space Administration, George C. Marshall Space Flight CenterDenver, Colorado :Martin Marietta Denver Aerospace ;Marshall Space Flight Center, AL :NASA George C. Marshall Space Flight Center,September 30, 1983.1 online resource (iii, 93 pages) illustrationsNASA-CR ;170899Title from title screen (viewed on Sep. 6, 2016)."September 30, 1983.""MCR-83-640."Includes bibliographical references (page 17).Space Shuttle payloadsnasatSpacecraft contaminationnasatComputer programsnasatHuman factors engineeringnasatMan machine systemsnasatSpace Shuttle payloads.Spacecraft contamination.Computer programs.Human factors engineering.Man machine systems.Wells Russell1415488George C. Marshall Space Flight Center,Martin Marietta Denver Aerospace,GPOGPOBOOK9910707411703321Molecular contamination math model support3517748UNINA