Social-Emotional Competences of Preschoolers: The Impact of Outdoor Educational Activities

Otilia Clipa; Erica Cîmpan

Social-Emotional Competences of Preschoolers: The Impact of Outdoor Educational Activities

by Otilia Clipa (Author)

, Erica Cîmpan (Author)
©2020, Monographs, 148 Pages
Education

Open Access

Series: Erziehungskonzeptionen und Praxis / Educational Concepts and Practice, Volume 84

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.

Cover
Title
Copyright
About the editors
About the book
This eBook can be cited
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
- 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
  - II.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
  - III.7.2.3 Specific hypothesis 2.3
  - III.7.2.4 Specific hypothesis 2.4
  - III.7.3 General hypothesis 3
  - III.7.3.1 Specific hypothesis 3.1
  - III.7.3.2 Specific hypothesis 3.2
Conclusions
List of figures
List of tables
Bibliography
Series index

Pages:

148

Year:

2020

ISBN (HARDBACK):

9783631807545 (Active)

ISBN (EPUB):

9783631839133 (Active)

ISBN (PDF):

9783631839126 (Active)

DOI:

10.3726/b17740

Open Access:

CC BY

Language:

English

Published:

Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2020. 148 pp., 12 fig. b/w, 38 tables.

Otilia Clipa is an assistant professor at Faculty of Science of Education, Stefan cel Mare University, Romania. She has a BA in pedagogy and psychology and MD in integrated pedagogy. Her PhD thesis approached a theme about evaluation in higher education. She published or coordinated over 12 books and many articles in international journals (over 60 articles). Also, she is involved in many research projects (national or European) in science of education field. Areas of interest: early childhood education, preschool and primary education, assessment in education, teacher education and didactics for university teachers.

Erica Cimpan is a teacher for preschool education and master student of Faculty of Science of Education, Stefan cel Mare University, Romania. She attended a Faculty of Science of Education (bachelor and master degree) at Stefan cel Mare University from Suceava. She is the author of a few articles about preschool education. Her research focuses on a proposal for ecological pedagogy for children, called the metaphorical Waldpädagogik (forestry pedagogy).

Social-Emotional Competences of Preschoolers: The Impact of Outdoor Educational Activities

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