Department of Early Childhood Education
Βιβλιοθήκη Τμήματος Εκπαίδευσης & Αγωγής στην Προσχολική Ηλικία (ΤΕΑΠΗ)

2017-10-24

2017

SYMEONIDI CHRISTINA

Καλλιρρόη Παπαδοπούλου, Επίκουρη καθηγήτρια, Γνωστικό Αντικείμενο: Αναπτυξιακή ψυχολογία με έμφαση στην πρώτη παιδική ηλικία, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών

“Οι αντιλήψεις των νηπιαγωγών για την υποστήριξη και την προαγωγή της κοινωνικοσυναισθηματικής ανάπτυξης στο Νηπιαγωγείο και οι πρακτικές τους”

English
Greek

"The beliefs of early childhood educators for the support and promotion of socio-emotional development in kindergarten and their practises"

The aim of this thesis is to examine the way in which early childhood educators perceive socioemotional
development, the factors that they consider to be connected with it and its importance for
the development of children, as well as the way nursery school is connected and influences the
socio-emotional development of children and the practices they adopt for its promotion. This
exploration is supported theoretically by approaches related to the cultural theoretical framework,
such as Vygotsky's socio-cultural approach and the Theory of Ecological Systems as the bio-ecological
model of Bronfenbrenner. Based on these theories, child development is studied and understood
within the different contexts in which children participate with the support of others. The preschool
context is of great significance for children’s socio-emotional development. In addition, it is
documented that preschool teachers’ perceptions are important mediators of the practices they
adopt for its promotion. For this reason, this study focuses on preschool teachers’ perceptions of
children’s socio-emotional development and how they believe that they can contribute to the
promotion of children’s socio-emotional skills.
The sample of the present study consisted of eight (8) preschool teachers. The survey was
conducted in the prefecture of Attica. A qualitative study was conducted by means of semistructured
interviews.
The results of the present study have shown that: a) early childhood educators understand the
concept of socio-emotional development and its importance for the development of children and
realize the importance of their role in this matter. However, b) they organize activities that they are
based at the curriculum of the they nursery school, but they do not adopt specific practices to
promote and support socio-emotional development within the nursery. Although c) they understand
the importance of working with parents and colleagues, they do not express specific views on the
importance and contribution of this cooperation to support and promote the socio-emotional
development of children and (d) although most preschool educators have a very high educational
level linking themselves with positive factors in supporting and promoting socio-emotional
development, they do not seem to be reluctant to investigate whether they themselves are
associated with negative factors.

Education - Sport science

beliefs of early childhood educators, socio-emotional development, theory of bio-ecological systems, practises for sypport and promotion in kindergarten

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Yes

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https://pergamos.lib.uoa.gr/uoa/dl/object/2073241