LEADER 05360oam 2200625 450 001 9910558689203321 005 20210529001948.0 010 $a3-631-83913-8 010 $a3-631-83912-X 035 $a(CKB)4100000011632761 035 $a(MiAaPQ)EBC6420000 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/80809 035 $a(EXLCZ)994100000011632761 100 $a20210529d2020 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aSocial-emotional competences of preschoolers $ethe impact of outdoor educational activities /$fOtilia Clipa, Erica Cimpan 210 $aBern$cPeter Lang International Academic Publishing Group$d2020 210 1$aBerlin :$cPeter Lang,$d[2020] 210 4$d©2020 215 $a1 online resource (141 pages) $cillustrations 225 1 $aErziehungskonzeptionen und Praxis ;$vVolume 84 311 $a3-631-80754-6 320 $aIncludes bibliographical references. 327 $aIntroduction -- 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 327 $aI.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 327 $aII.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 327 $aIII.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 327 $aIII.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 2.2 330 $aEarly childhood education is a new & priority of European trends education and a means of increasing the quality of the life. This study aims to provide an analysis of the kindergartens in nature experiences, where children?s lives are conducted in close contact with nature and the outdoor activities in any season and in any weather are an important part of the daily program. These outdoor activities have a significant contribution to social and emotional development of the preschoolers. The concept of kindergartens in nature is an innovative educational concept in which the education for sustainable management and environment has an integrated approach. These activities contribute to the social and emotional development of preschoolers. 410 0$aErziehungskonzeptionen und Praxis ;$vVolume 84. 606 $aOutdoor education 610 $aActivities 610 $aClipa 610 $aCompetences 610 $aEducational 610 $aEmotional 610 $aImpact 610 $aOutdoor 610 $aPreschoolers 610 $aSocial 615 0$aOutdoor education. 676 $a371.384 700 $aClipa$b Otilia$01221828 702 $aCîmpan$b Erica 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bUtOrBLW 906 $aBOOK 912 $a9910558689203321 996 $aSocial-emotional competences of preschoolers$92833252 997 $aUNINA