prikaz prve stranice dokumenta SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE
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undergraduate thesis
SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE
Split: University of Split, Faculty of Humanities and Social Sciences, University of Split, 2019. urn:nbn:hr:172:195743
Vukadin, Željana
University of Split
Faculty of Humanities and Social Sciences
Department of Pedagogy

Cite this document

Vukadin, Ž. (2019). SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE (Undergraduate thesis). Split: University of Split, Faculty of Humanities and Social Sciences. Retrieved from https://urn.nsk.hr/urn:nbn:hr:172:195743

Vukadin, Željana. "SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE." Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, 2019. https://urn.nsk.hr/urn:nbn:hr:172:195743

Vukadin, Željana. "SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE." Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, 2019. https://urn.nsk.hr/urn:nbn:hr:172:195743

Vukadin, Ž. (2019). 'SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE', Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, accessed 25 April 2024, https://urn.nsk.hr/urn:nbn:hr:172:195743

Vukadin Ž. SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE [Undergraduate thesis]. Split: University of Split, Faculty of Humanities and Social Sciences; 2019 [cited 2024 April 25] Available at: https://urn.nsk.hr/urn:nbn:hr:172:195743

Ž. Vukadin, "SOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE", Undergraduate thesis, University of Split, Faculty of Humanities and Social Sciences, Split, 2019. Available at: https://urn.nsk.hr/urn:nbn:hr:172:195743

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Metadata
TitleSOCIJALNO-EMOCIONALNO UČENJE DJECE RANE I PREDŠKOLSKE DOBI PUTEM IGRE
Title (english)SOCIAL-EMOTIONAL LEARNINGOF CHILDREN IN EARLY AND PRESCHOOL AGE THROUGH PLAY
AuthorŽeljana Vukadin
MentorMaja Ljubetić (mentor)
Committee memberIna Reić-Ercegovac (predsjednik povjerenstva)
Committee memberMaja Ljubetić (član povjerenstva)
Committee memberMorana Koludrović (član povjerenstva)
GranterUniversity of Split
Faculty of Humanities and Social Sciences
(Department of Pedagogy)
Split
Defense date and country2019-09-11, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
Abstract
Cilj ovog završnog rada bio je istražiti odnos između dječje igre i procesa socijalno-emocionalnog učenja, točnije način na koji igra omogućava unapređenje temeljnih kompetencija socijalno-emocionalnog učenja. Igra, kao dominantna aktivnost djece rane i predškolske dobi, omogućava njihov holistički razvoj iz čega proizlazi i doprinos socijalno-emocionalnom učenju. Socijalno-emocionalno učenje je u novije vrijeme predmet brojnih istraživanja i doživljava integraciju u službene nastavne planove i programe. Poznat je njegov doprinos za ostvarivanje i napredovanje djece kako na akademskom, tako i na privatnom planu. To je proces razvijanja temeljnih socijalno-emocionalnih kompetencija. Naglasak u ovom radu, stavljen je na istraživanje simboličke i vršnjačke igre te se može zaključiti kako obje vrste omogućavaju unapređivanje svih socijalno-emocionalnih kompetencija (odgovorno donošenje odluka, socijalna svijest, socijalne vještine, samosvijest, upravljanje sobom).
Abstract (english)
The aim of this paper was to explore the relationship between children´s play and social-emotional learning, more specifically to explore the way children´s play improves the social-emotional learning. Play, as a dominant activity of early and preschool children, provides their holistic development and so their social-emotional learning. Social-emotional learning has recently been the subject of numerous researches and is experiencing great integration into the curriculum. It is also known for it´s contribution to children´ s academic and private plan. Actually, it is a process of developing basic social-emotional competencies. Emphasis is placed on exploring symbolic and peer play, and it can be concluded that both types enable the advancement of basic social-emotional competencies (responsible decision-making, social awareness, relationship skills, self-awareness, self-management).
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:172:195743
Study programmeTitle: Pedagogy
Study programme type: university
Study level: undergraduate
Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) pedagogije (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) pedagogije)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
RepositoryRepository of Faculty of humanities and social sciences
Created on2019-09-12 16:29:38