POSITIVE INTERVENTION AT EDUCATIONAL INSTITUTION AS A PROMOTER OF THE SUBJECTIVE WELL-BEING OF PRESCHOOL CHILDREN

Abstract

Working in a positive atmosphere that contributes to positive thinking, personal happiness, progress, productivity, health, emotional and social literacy of аn individual and the entire collective, establishing quality relationships with the environment, is made possible by the implementation of positive psychology in the educational process. Positive interventions in educational institutions are intentional actions aimed at increasing the well-being of participants. Child development includes the ability to form positive relationships, self-esteem, effective and free expression of feelings and emotion regulation, as well as persistence and positive engagement in challenging tasks, and adoption of positive attitudes in a dynamic environment. The aim of the research is to examine whether outdoor activities, in a natural environment rich in various stimuli, contribute to the feeling of happiness and satisfaction of preschool children. For this purpose, an intervention was implemented in the environment of a kindergarten yard that included (1) the integration of musical education, art education, and ecology contents, (2) learning in a natural environment, (3) guest – lecturers, and (4) cooperation of children from different age groups within the joint daily project. A semi-structured interview and field notes were used in this qualitative research. The results show that during the intervention the children were satisfied, in a good mood, interested and motivated to work and participate, and open in communication with the guest lecturers, towards whom they also showed affection. Observed positive feelings expressed by the children were joy, elation, surprise, interest, and curiosity. During this expressive-artistic activity, children acquired and freely exchanged ideas with other children and participants, and better social interaction was observed. The procedures and environment used in the intervention had a stimulating effect on the children and thus caused positive emotions and contributed to subjective well-being. Further research can be focused on the involvement of children in similar interventions, activities of the children in various ambiances, as well as connecting the content of various areas through expressive-artistic engagements.