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Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)

Author

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  • Adela Badau

    (Petru Maior Faculty of Sciences and Letters, George Emil Palade University of Medicine, Pharmacy, Sciences and Technology, 540142 Targu Mures, Romania)

  • Irina-Mihaela Trifan

    (Petru Maior Faculty of Sciences and Letters, George Emil Palade University of Medicine, Pharmacy, Sciences and Technology, 540142 Targu Mures, Romania)

Abstract

The purpose of our research is to determine emotional and behavioural modelling in an emotionally safe environment in a group of kindergarten preschoolers, following the application of an innovative curriculum project, designed and implemented for the first time, Educational Program for the training and development of social and emotional skills (DeCo-S.E.). Eighteen teachers, involved in the research, were divided into two samples: the experimental group (EG) consisting of 10 preschool teachers who were trained to take up the DeCo-S.E. program, and the control group (GC) including eight preschool teachers who applied the classic educational strategies. The DeCo–S.E. program is aimed at developing social and emotional skills (emotion identification, frustration tolerance), reducing behavior problems, and solving problems with peers as part of the training process. The study also included 142 children in their last year at kindergarten, aged X ± SD 5.87 ± 2.87 years old, divided into two groups: the EG consisting of 74 children to whom the experimental program was implemented and the GC comprising 72 children who did not take part in the training program. In the present study, we applied only the Preschool and Kindergarten Behavior Scales for Teachers (PKBS-2) questionnaire to children in the pre- and post-experimental phases. The results were processed with the statistical software SPSS 22. The analysis of the scores of the questionnaire applied to the children highlighted a significant improvement in EG on both scales. The study reveals the effectiveness of the Development of social and emotional skills programs in preschool children has proven its effectiveness by reducing undesirable/maladaptive behaviours and positively developing socio-emotional skills in preschool children.

Suggested Citation

  • Adela Badau & Irina-Mihaela Trifan, 2022. "Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo–S.E.)," IJERPH, MDPI, vol. 19(22), pages 1-16, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:22:p:14931-:d:971344
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    References listed on IDEAS

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    1. Ana Justicia-Arráez & María Carmen Pichardo & Miriam Romero-López & Guadalupe Alba, 2021. "Can We Manage Behavioral Problems through the Development of Children’s Social-Emotional Regulated Behavior? Longitudinal Study of a Preschool Program," IJERPH, MDPI, vol. 18(16), pages 1-18, August.
    2. Simona Alexa & Elena-Loreni Baciu, 2021. "School Dropout and Early School Leaving in Romania: Tendencies and Risk Factors," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 13(2), pages 18-38, July.
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    4. Claire Blewitt & Heather Morris & Kylie Jackson & Helen Barrett & Heidi Bergmeier & Amanda O’Connor & Aya Mousa & Andrea Nolan & Helen Skouteris, 2020. "Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach," IJERPH, MDPI, vol. 17(2), pages 1-24, January.
    5. Miriam Romero-López & M. Carmen Pichardo & Judit Bembibre-Serrano & Trinidad García-Berbén, 2020. "Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers," Sustainability, MDPI, vol. 12(11), pages 1-17, May.
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    7. Claire Blewitt & Amanda O’Connor & Heather Morris & Andrea Nolan & Aya Mousa & Rachael Green & Amalia Ifanti & Kylie Jackson & Helen Skouteris, 2021. "“It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning," IJERPH, MDPI, vol. 18(4), pages 1-16, February.
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