DEVELOPING SOCIAL-EMOTIONAL COMPETENCE IN PRESCHOOL CHILDREN THROUGH SIMULATION TECHNOLOGIES AS A METHODOLOGICAL ISSUE
Keywords:
simulation technologies, social-emotional competence, preschool education, emotional development, role-play, dramatization, pedagogical technology, SELAbstract
This article provides a theoretical and analytical study of developing social-emotional competence in preschool children within the framework of early childhood education. Particular attention is given to the pedagogical potential of simulation technologies and their impact on children's emotional development, communication skills, and social adaptation. The study substantiates the effectiveness of role-playing, dramatization, and simulated learning situations in fostering empathy, self-regulation, cooperation, and problem-solving skills. Methodological approaches to integrating simulation technologies into preschool education are also proposed. The effectiveness of innovative pedagogical technologies in enhancing social-emotional competence is scientifically justified.
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