Positive Psychology Competences of Pre-School Teachers as a Tool for Understanding and Nurturing Children's Play (CROSBI ID 60804)
Prilog u knjizi | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Tatalović Vorkapić, Sanja ; Prović, Petra
engleski
Positive Psychology Competences of Pre-School Teachers as a Tool for Understanding and Nurturing Children's Play
The Positive Psychology frame and definition present a natural environment for understanding and researching children’s play in the context of nurturing overall positive characteristics in children’s development. Therefore, this article presents a structured review of the common ground between the basic principles of positive psychology and children’s play in the context of early and preschool institutions. Also, it demonstrates the implementation of positive psychology principles in children’s play and the methods by which positive psychology could be promoted through children’s play in kindergartens. Within that frame, the importance is given to the needed preschool teachers’ competences in this area. In this context, various activities are presented that reflect a common ground of positive psychology and children’s play. Finally, some significant guidelines for future research and practice enhancement are presented.
Activities ; Pre-School Children ; Play ; Positive Psychology ; Kindergarten
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Podaci o prilogu
134-152.
objavljeno
10.4018/978-1-5225-3068-8.ch009
Podaci o knjizi
Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs
Drew, P. ; Putman, M. ; Petty, T. M. ; Good, A. J.
New York (NY): IGI Global
2017.
9781522530688
2163-1956
Povezanost rada
Obrazovne znanosti, Pedagogija, Psihologija