Competence In Preschool Children Research Articles

Ontology modeling for automation of questionnaire data processing

The object of this study is the analysis of questionnaire data using ontological modeling. The task relates to the fact that conventional methods for processing questionnaire data are often insufficiently effective when working with large volumes of information and do not make it possible to automate many analysis processes. As a result of the study, an ontology was designed that structures and analyzes questionnaire data, which allows for a more accurate identification of hidden relationships between variables. Using these theoretical provisions, an information system for assessing the quality of assimilation of preschool children's competencies was built. 150 children from various preschool organizations were involved in the study as respondents. The data integration method proposed in this paper significantly facilitated the process of data analysis both for a group and for an individual respondent. The key difference of the proposed methodology is the automation of routine data analysis operations based on the ontological structure, which significantly simplifies the processing of large volumes of information. This makes it possible to solve the problem of limitations in conventional analysis methods and makes data analysis more scalable and reproducible. The practical application of the results is possible in marketing for analyzing customer satisfaction, market segmentation, and evaluating the effectiveness of advertising campaigns. In the educational domain, the ontology could be used to evaluate the quality of programs and analyze respondents' opinions, and in sociology – to analyze public opinion and conduct research on social phenomena. Thus, the proposed ontology provides an effective tool for analyzing large volumes of questionnaire data, allowing organizations to make more informed decisions and improve their efficiency

Effects of Physical Education on Preschool Children’s Physical Activity Levels and Motor, Cognitive, and Social Competences: A Systematic Review

The aim of this review was to systematically summarize the literature about physical education (PE) programs and their effects on preschool children’s physical activity levels and motor, cognitive, and social competences. A systematic search of relevant articles was carried out using four electronic databases up until February 16, 2022. The main findings were that the inclusion of PE in early childhood is a suitable alternative for improving development in three main areas. For motor competence, specific fundamental motor skill programs are a key opportunity to improve preschool children’s ability. Physical activity levels may be improved considering structured and regular PE programs (two to three classes per week). Regarding cognitive competence, PE classes are effective for improving creativity, attention, and mental abilities, and also, for reducing the symptoms of attention-deficit/hyperactivity disorder. Finally, group-based activities are the most suitable alternative for boosting social competence in preschool children with or without motor disabilities. Improving these competences and physical activity levels in preschool is necessary for the children’s health and holistic development; the educators’ daily decisions have key importance.

Folk games as a tool of formation of artistic and creative competence of primary school children in music classes

The article describes the features of acquiring artistic and creative competence, as a child's elementary awareness of the specifics of art forms (artistic and productive, musical, theatrical); valuable attitude to art and artistic activity, the desire to perceive folklore art. Folkloric forms of the heritage of Ukrainian culture are considered. Teaching and methodical material and practical recommendations are offered, which in music classes will be useful both to experienced teachers of preschool institutions and to those workers who are starting to work with the smallest brains. Normative documents in the field of preschool education were studied and play competence was considered as a child's ability to free, emotionally saturated, spontaneous activity on his/her own initiative, in which the possibility of applying existing and assimilating new knowledge and personal development is realized due to the child's desire to participate in the life of adults through the realization of interests in game and role-playing actions in a generalized form. The necessity of using folk games for the formation of artistic and creative competence in preschool children is substantiated. Peculiarities of knowledge of the surrounding world of preschool children and themselves in it are determined. The work proposes to create a basis for the natural formation and development of musical abilities in preschoolers through a folk game by encouraging children to play folk games. It has been emphasized that raising children is based on love and respect for Ukrainian musical folklore. The secrets of conducting music classes using folk games and working with preschoolers are recommended to teachers of primary schools, music teachers, teachers of children's vocal ensembles of extracurricular and club institutions, scientists, graduate students, students of pedagogical and art educational institutions, parents and the general public

The content and structure of training future educators for the formation of communicative competence in children of preschool age

The article substantiates the essence, peculiarities of the structure and content of the training of future educators for the formation of communicative competence in preschool children. The solution to this problem is facilitated by the educational component «Technologies for the development of children’s speech and familiarization with literature», which includes the following content modules: «Innovative technologies in preschool education», «Technological approach to the development of speech of children of early and preschool age», «Game and interactive technologies in speech and literary activities», «Technological approach in familiarizing preschool children with fiction» and «Technology of reflective approach to interaction with fiction text». The educational component is aimed at forming students’ general and professional competencies. The article presents the results of a mini-survey of students based on the results of studying each module; a diagnostic section of the formation of students' communicative competence was conducted, which necessitated the development of criteria, levels and their indicators. Interactive technologies for working with students are highlighted; creation of the necessary conditions for the formation of communicative competence; effective use of modern forms of educational interaction with all participants in the educational process

Digital Game Addiction Tendency and Social Competence in Preschool Children: The Mediating Role of Self-Regulation

The aim of this study is to investigate the relationship between digital game addiction tendency and social competence in preschool children and the mediating role of self-regulation skills in this relationship. The sample included 310 preschool children aged 4-6 years (150 girls and 160 boys) studying in three kindergartens in the city center of Aydın. Digital Game Addiction Tendency Scale, Self-Regulation Skills Scale for 4–6-Year-Old Children (Mother Form), Social Competence and Behavior Evaluation-30 Scale - Social Competence Subscale, and Personal Information Form were used to collect the data. Descriptive statistics, Pearson product-moment correlation, and structural equation modeling were used to analyze the data. The results of the Pearson product-moment correlation analysis showed that digital game addiction tendency was negatively correlated with self-regulation skills and social competence in preschool children. Moreover, the results indicated that there was a positive association between self-regulation skills and social competence in preschool children. The results of the structural equation model analysis revealed that digital game addiction tendency was directly related to self-regulation skills and indirectly related to social competence. Self-regulation skills have a full mediating role in the relationship between digital game addiction tendency and social competence. The research revealed the negative effects of digital game addiction on self-regulation skills which in turn affects social competence in preschool children. The results suggest that the effects of digital game addiction and self-regulation skills should be considered when assessing the social skills of preschool children.

Towards Identifying a Dosage Effect for Improving Fundamental Motor Skills of Preschool Children with a Mastery Motivational Climate Intervention.

Previous mastery motivational climate (MMC) movement interventions have enhanced fundamental motor skill (FMS) competence across diverse groups of preschool-age children. Yet, an adequate intervention length has not been established. Our purposes in this study were to (i) compare FMS competence in preschool children across two doses of MMC interventions, and (ii) describe changes in children's FMS 'mastery' across doses. We used secondary data analysis from a larger MMC intervention study in which 32 children (Mage = 4.4) received FMS testing (TGMD-3) at the mid-point of intervention and at post-intervention. A two-way mixed ANOVA with Group as the independent variable and FMS competence across three Time points as the repeated measure was significant for both Group and Time main effects for locomotor and ball skill competences separately. There was a statistically significant interaction between Group and Time on locomotor (p = .02) and ball skills (p < .001). Both groups showed significant improvements in their locomotor skills at each time point, but the intervention group improved faster than the comparison group. For ball skills, only the MMC group significantly improved by mid-intervention, and the comparison group showed significant improvements from pre-to post-intervention only. Children in this study were most likely to show mastery in running first, followed by sliding at mid-intervention. Few children mastered skipping, galloping, and hopping across the study. For ball skills, overhand and underhand throwing were more likely to be mastered, and few children mastered one and two-hand striking across the study. Collectively, these findings suggest that duration of instructional minutes may not be the most effective proxy for identifying a dose-response relationship of MMC intervention. Moreover, focusing on the patterns of skill mastery can help inform researchers and practitioners as to how to allocate instructional time during MMC interventions to optimize FMS competence for young children.

Preparation of future educators for the use of Physical Culture and recreation technologies in the Preschool Education Institutions

Article substantiates the need to ensure high – quality training of the future teachers of the preschool education institutions (hereinafter-PEI) for health-saving professional activities. The relevance of awareness by higher education applicants of the value-motivational attitude to the problem of health preservation, the formation of their readiness for health-saving activities in the educational process of Health has been outlined. The formation of future the preschool education specialists’ readiness to implement the health paradigm in working with preschool children involves mastering first of all the content component of the discipline "Theory and Methodology of Physical Education and Valeological Education", as well as the skills and abilities of organizing one of the types of health – saving technologies-physical culture and health. The essence of the concepts of "Health-Saving Technologies", "Physical Culture and Recreation Technologies", their impact on children’s health and features of use have been revealed. It is emphasized that a necessary component of Physical Culture and Recreation Technology is the use of both individual physical exercises and their complexes. The expediency of introducing Physical Culture and Recreation Technologies in the educational process of Health has been determined, which should provide comfortable conditions for the development of children’s movements and prevent negative impacts on the health of the stressful environment. Modern requirements for Physical Culture and Recreation Work, which is the basis for the rational organization of the motor regime, have been taken into account. Article describes the organizational and pedagogical conditions for the use of Physical Culture and Recreation Technologies in the professional activities of future educators. It is noted that the requirements of the modern market environment for the competitiveness of a specialist are not only a high level of students’ assimilation of theoretical material and practical work skills, but also the development of personal qualities. Examples of the use of individual research tasks (IRT) focused on the activation of educational activities of higher education applicants, the transformation of passive assimilation of knowledge into their active application in quasi-professional and real situations of educational activity are positioned. It is established that mastering the knowledge, skills and abilities of future educators to design and apply Physical Culture and Recreation Technologies will contribute to the formation of health-saving competence in preschool children.

Empirical validation of the Oral Narrative Competence Evaluation with the TellingApp (ONCE) Scale in Early Childhood

This study aims to discuss the design of the scale Oral Narrative Competence Evaluation with TellingApp (ONCE), and to validate it. ONCE was designed to evaluate oral narrative competence in preschool children (N= 93) aged 4 to 6 through oral storytelling, using a digital application. Exploratory and confirmatory analysis were performed to confirm the starting theoretical model, giving good reliability (α = .842) and adequate indices of fit, justifying the validity of the scale. oral narrative competence is defined by 16 variables making up narrative competences (originality, coherence, cohesion, and conclusion of the story), communicative competences (pronunciation, intonation, gestures, vocabulary, tenses used, correct use of tenses, morphology and syntax), and engagement provided by the app (interest, curiosity, immersion, and enjoyment). Weighting was proportional to the level of precision, highlighting that engagement with the narrative task supported by the app was what most affected children’s levels of oral narrative competence. In addition, multiple linear regression analysis confirmed the high predictive capacity of the ONCE scale. The scale contributes to the evaluation of preschool children’s levels of oral narrative competence as a theoretical construct due to its reliability and validity.

Instruments measuring emotional-social competence in preschoolers in South Africa: A review study

South African children still enter mainstream education with their emotional and social well-being compromised. Therefore, an awareness of and emphasis on emotional social competencies as a domain of school readiness is essential. This review aimed to identify and describe instruments measuring emotional and social competency as a domain of school readiness in preschoolers and report on their psychometric properties. The study utilised a systematic review design. Peer-reviewed articles that met the inclusion criteria were identified from six literature databases using Boolean phrases. Grey literature was also considered. The title search yielded 3872 articles. Fifty-four articles were screened based on the abstract. From among these, four articles met the minimum threshold of 80% in the appraisal phase, proceeded to data extraction and were subjected to thematic synthesis in the summation phase. The Emotional Social Screening Tool for School Readiness (E3SR), the Emotional Competence for Screening for Preschoolers (SCE), the Social Competence for Screening for Preschoolers (SCS), the Preschool Behavioural and Emotional Rating Scale (PreBERS) and the School Readiness Screening Instrument for Grade 00 (pre–grade R) were identified as instruments that measure domains of emotional social competence in preschool children. The instruments displayed good psychometric characteristics. The E3SR and the School Readiness Screening Instrument for Grade 00 were locally constructed and deemed contextually appropriate for use in the South African context. The need for locally developed, standardised, cost-effective measures to supplement assessment in the educational environment remains a focus for further research.Contribution: This review contributed to the body of knowledge related to contextually appropriate, psychometrically sound, accessible and affordable screenings available to schools and parents to assess emotional and social competencies in preschoolers in South Africa.

The Effects of Microsocial Factors Through the Family on the Development of Social Competence in Preschool Children

This paper investigates how sociodemographic factors and the family background contribute to the development of children’s social competence. Social competence is interpreted within an integrative approach, being analysed according to two indicators: the development level of social skills and interpersonal coping forms of children. The present article focused on negotiation, which has been found to be the most adaptive coping among preschool age children. Measurements were obtained using questionnaires: a Social Competence Screening about Preschoolers filled in by teachers, a Questionnaire on Coping Strategies completed both from children and teachers, and a Family Background Questionnaire compiled only for parents. Data was collected for a total of 536 preschoolers, of whom 309 parents provided data about home environment. In the linear regression models conducted the most influential demographic factors were the age and gender of the children and the age of the parents. Microsocial factors as the parents’, in particular the mother’s, employment was determinate in the models, and other sociocultural aspects, as the child’s participation in extracurricular activities beside short screentime, the lack of conflicts and disease in family, marital satisfaction are among influencing factors. The study offers various prospects for new research and nuances our views on social competence and child-development.

УПРОВАДЖЕННЯ ЗДОРОВ’ЯЗБЕРЕЖУВАЛЬНИХ ТЕХНОЛОГІЙ В ОСВІТНІЙ ПРОЦЕС ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

Theoretical and methodological basis of application of health-preserving technologies in modern educational environment have been revealed in the article. Peculiarities of the application of the health-preserving technologies in establishments of preschool education have been scientifically substantiated. Current stage of society development is characterized by increasing attention of researchers to all aspects of human health preservation. In view of this, making the problem of formation and preservation of children's health relevant is of paramount importance for the modern Ukrainian society, requires historical analysis of approaches to health preservation in educational establishments, highlighting main stages of its development, outlining methodological and scientific content, formation of definition apparatus. The problem of studying the theoretical and methodological foundations of teaching children and young people with the means of health preserving technologies at the present stage of development of psychological and pedagogical science bears great scientific, educational and social importance. Most scientists define the use of health preserving technologies as the main direction of solving problems of preservation and strengthening of the young people’s health in today's conditions of educational environment. Relevance of health preservation research is caused by realities of today’s life regarding the preschool children’s health, their lifestyle and the existing culture of health. Teaching health preservation to children in the education system includes not only the process of acquiring subject knowledge and vitally important competencies, but also the formation of respective life values, the result of which is their ability to "manage" their own health independently. Content of health preserving technologies is determined by the main health preservation components of the educational environment: the content, the axiological, the epistemological, the ecological, the emotional-volitional, the physical culture and health-improving, the activity ones. The technology of formation of health preservation competence in preschool children performs the following functions: the didactic, the educational, the developmental, the stimulating, the psychological ones. Thus, the purpose of health preserving educational technologies is to provide preschoolers with the opportunity to preserve health during the period of school studies, to give them necessary knowledge and skills for a healthy lifestyle, to teach them to use the acquired knowledge in everyday life. Introduction of technology of preschoolers’ health preservation competence formation in the educational process of establishments of preschool education provides the students with knowledge of various forms of health support, promotes the formation of value attitude towards their own health and the health of others, provides an opportunity to implement the acquired knowledge in practical activity, acquisition of health-preserving life skills.

Physical activity intervention promotes working memory and motor competence in preschool children.

ObjectiveThis study investigated the effects of 12 weeks of specifically designed physical activity intervention on working memory and motor competence in preschool children and explored the correlation between working memory changes and motor competence changes by the intervention.MethodsFour classes of preschool children were grouped into an intervention group and a control group. Children in the intervention group received a 12-week physical activity intervention, while children in the control group followed their daily routine as usual. Before and after the intervention period, children were assessed with the 1-back task and Movement Assessment Battery for Children, second edition (MABC-2) to measure their working memory and motor competence, respectively.ResultsRegarding working memory, the accuracy on the 1-back task increased significantly in the intervention group relative to the control group. The intervention group demonstrated a greater decrease in response time from pre- to posttest than the control group, but the difference was not statistically significant. Regarding motor competence, children's manual dexterity, aiming and catching and total score increased significantly in the intervention group relative to the control group, while no significant difference in static and dynamic balance was observed between the two groups. Furthermore, the correlation results showed that changes in the efficacy and efficiency of working memory were positively related to changes in static and dynamic balance and the total score on the MABC-2.ConclusionThese findings demonstrated that 12 weeks of specifically designed physical activity intervention could improve preschool children's efficacy of working memory as well as manual dexterity, aiming and catching and global motor competence. The improvement in the efficacy and efficiency of working memory was positively related to the improvement in static and dynamic balance and global motor competence.

DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN CHILDREN WITH INSUFFICIENT LANGUAGE DEVELOPMENT IN A PRE-SCHOOL EDUCATIONAL INSTITUTION

Communicative competence in a pre-school education institution allows children to get to know each other and gives them the opportunity to learn about things and events that are happening around them. Communicative competence includes the linguistic, discourse, pragmatic, strategic and socio-cultural elements of language. Educators need to be able to find appropriate methods to develop communicative competence. The aim of the paper is to study theoretically how to promote the development of communicative competence in children with insufficient language development in a pre-school.Research method: analysis of scientific literature.The paper concludes that research is needed on the impact of the use of drama as a method on the development of communicative competence in pre-school children with insufficient language development.

Формування соціально-громадянської компетентності у дітей старшого дошкільного віку

The article is devoted to the problem of formation of social and civic competence in preschool children. The author analyzes the current state of the problem of formation of social and civic competence of preschoolers in preschool institutions, analyzes the current regulations; the conceptual apparatus of the researched problems is characterized; forms, methods, means of formation of social and civic competence in preschool institutions are determined; emphasis is placed on creating an educational environment based on democratic values. In accordance with the Basic Component of Preschool Education (State Standard of Preschool Education) (2021), a new key competence has been identified – social and civic. The author of the article is a co-author of the working group of developers of the State Standard of Preschool Education. Therefore, much attention in the article is paid to the study of this issue. The main types of activities (game, communicative, health-preserving, artistic-aesthetic, cognitive-research) in the process of which social and civic competence is formed are determined, they are characterized through the prism of emotional and value attitude, knowledge formation; life skills; parental involvement. The content component of the formation of social and civic competence in the context of preschool education establishments is analyzed. It is proved that the formation of social and civic competence of preschool children occurs during various forms of work using appropriate methods and tools. The article proposes forms, methods and tools that can be varied and applied comprehensively in preschool education. The main components of the democratic system in preschool education establishments are identified and characterized. The personal values of the educator are substantiated. The respective life experience is deemed to be significant in providing the context for the formation of social and civic competence of preschool children. The key leitmotif of the article is the author’s idea that citizens are not born but become citizens. Socio-civic competence should be the core of the future citizen of Ukraine. Preschool institutions should become centres of democracy formation, where everyone can express one’s own opinion, be heard, participate and live in democracy. Of course, in such conditions, children gain valuable experience, become active participants, actors, and not just executors of adult assignments. It is proved that the formation of social and civic competences in preschool children will help them learn to be proactive, make decisions, take responsibility, express their emotions and thoughts, feel that others respect them, and this respect is manifested in action.

Formation of ecological and natural competencies of children of preschool age with the help of an ecological path

In the method of formation of ecological and natural competence of a child the main aspect is the formation of an attitude to nature as a value, awareness of unity with the natural world, the formation of ecological knowledge, key among which are ideas about connections and dependencies in nature. The process of formation of ecological and natural competence affects all areas of development of the child's personality: intellectual, motivational, emotional and volitional, providing assistance to the full development of a preschooler in harmony with society and nature. In the practice of environmental education, various approaches and methods of teaching directly in nature are increasingly used, one of which is an ecological path. Its purpose is to provide students with the opportunity to observe natural objects and phenomena, get acquainted with the most typical and unique natural landscapes, natural monuments, as well as characteristic manifestations of anthropogenic impact on the natural environment. An educational ecological path must be well equipped and informative. Each of its areas is a unique model that contains certain aspects of the environmental problem, natural knowledge. Ecological paths are quite versatile and extremely effective. This is a unique form of not only environmental activities, but also recreation, associated with it. Therefore, children are willing to go on a prepared route - an ecological path to rest. They can be very diverse in scientific direction: zoological, botanical, geographical, geological, historical, and complex. Ecological path is the most effective means of forming ecological competence, due to the fact that it synthesizes various forms and methods of acquainting preschool children with objects and phenomena of nature, children need to be taught to protect nature not only because it gives us something, but and because it is valuable. In the course of the work an ascertaining and control experiment was carried out, as a result of which the effectiveness of the proposed system of measures for the formation of ecological and natural competence in older preschool children was introduced and tested. Based on the theoretical basis of the peculiarities of the formation of ecological and natural competence, three criteria of ecological and natural competence of older preschoolers are identified: cognition, emotionality, the presence of a behavioral component. According to the criteria, three levels of formation of ecological and natural competence of older preschool children are determined: low, medium and high. Diagnosis was carried out in the process of observing the behavior of children on walks during play, work, in the process of classes, experimental research, conversations with children on natural and environmental issues. During the study, methods were selected to diagnose the formation of ecological and natural competence of children. An ecological path was created on the territory of the preschool institution to expand the work on the formation of ecological and natural competence of preschool children. The results of the control phase of the study allow us to conclude that the work with the experimental group using routes along ecological paths has a positive impact on the level of knowledge and perception of environmental concepts, caring for children and the formation of ecological and natural competence

Associations between perceived maternal acceptance–rejection and social and emotional competence of preschool children

ABSTRACT This study analysed the associations between preschoolers’ perceived maternal acceptance–rejection and their social and emotional competence. Participants were 90 Portuguese children (55.6% boys) aged 54–82 months and their parents. Children completed the Early Childhood Parental Acceptance–Rejection Questionnaire (Mothers’ Short Form) and parents reported the children’s social and emotional skills using the Social Skills Rating System and the Emotion Regulation Checklist. Significant correlations between perceived maternal acceptance–rejection and children’s age and mothers’ education were found. Older children reported higher maternal rejection and children with lower educated mothers perceived less maternal warmth/affection. Moreover, hierarchical regression analysis showed that after controlling for children’s age and mothers’ education, maternal rejection contributes independently to children’s social skills, with children who perceive more maternal rejection showing fewer social skills. The findings suggest that families should be supported with more knowledge about the importance of expressing daily warmth to children in early childhood.

Formation of multicultural competence of preschool children

The peculiarities of the development of the modern globalized world indicate the need to address the field of culture as an important principle of raising children from preschool age. The purpose of the article is to analyze the formation of the foundations of multicultural competence of preschool children in Ukraine. The objectives of the study are: to investigate the features of the theoretical perception of multiculturalism in the modern Ukrainian pedagogical system, to interpret empirical material on the attitude to multiculturalism among the surveyed parents and preschool children. The research is based on the use of theoretical research methods, including analysis, synthesis, induction and deduction, concretization, comparison, abstraction. Also, the study was formed as a result of using a statistical method, which consisted of qualitative analysis of experimental data. The results show that the multicultural development environment is an integrated category, which includes various areas of activity of the preschooler, so it is important to provide special conditions, a stable psychological atmosphere. The work on the basis of empirical material summarizes the favorable attitude of preschool children to foreigners and the desire of parents to deepen this program. According to our author's definition, multicultural education should be understood as the process of assimilation by preschoolers of values and experiences of other ethnic groups in the region where they live, with special emphasis on the study of their cultural achievements and national characteristics.

Numeracy skills in young children as predictors of mathematical competence.

As mathematical competence is linked to educational success, professional achievement, and even a country's economic growth, researchers have been interested in early predictors for quite some time. Although there have been numerous studies on domain-specific numerical abilities predicting later mathematical competence in preschool children, research in toddlers is scarce, especially regarding additional influential aspects, such as domain-general cognitive abilities and the children's social background. Using a large-scale dataset, the present study examined predictive effects of numeracy skills in 17-month-olds for later mathematical achievement. We found small, positive effects, even when controlling for child-related variables (i.e., age and sex) and the children's social background (i.e., maternal education and household language). Additionally, we compared results with a domain-general categorization task and found no distinct effect on mathematical competence. The present results are discussed with regard to the specificities of the dataset, as well as implications for future studies on predictors of mathematical competence.

SOCIAL AND CIVIC COMPETENCE IN THE PARADIGM OF MODERN PRESCHOOL EDUCATION: RELEVANCE AND CONTENT OF THE PROBLEM

The development of social and civic competence is an important component of early education. A full understanding of the problem requires a research body that is multi-layered and studies practices and contexts of implementation, therefore the topic of the formation of social and civic competence in preschool children has become relevant and requires thorough theoretical and empirical investigations. Recent domestic and foreign studies in a new light show the importance of paying attention to the social development of preschool children within the scope of their education. The purpose of the article is to comprehensively analyze the problem of the formation of social and civic competence in the paradigm of modern preschool education with an emphasis on the relevance of the topic and the disclosure of the content of the problem. In contrast to earlier methodological emphases, the idea of which was to prepare children for social participation through the formation of their knowledge about society by the method of formal education, the ideas of modern studies are based on the transformation of the preschool group into a microcosm of a democratic society, in which children are immersed in modern democratic national and European ideals and practices. Social skills training, on the other hand, focuses on increasing children’s abilities to engage in successful interpersonal interactions and prosocial behaviors that form the basis for effective participation in society. The individual development of the child encourages deeper participation in the social paradigm. From the development of children’s ability to social participation through the formation of age-appropriate socio-civic competence, the basis of their ability to study further at school and realize themselves in other social contexts is laid. The article highlights and reveals the content of such core lines of social and civic competence implementation in preschool conditions as self-affirmation and communication with others, a socially healthy environment, cultural and national values. Emphasis is placed on the need for training within the competence of the features of socialization in a globalized world on the basis of diversity, tolerance, preservation of personal and national identity in a multicultural society.

Establishing Early Foundations to Promote Emotional Competence in Preschool Children

The primary objective of this paper is to design the framework for enhancing the emotional competence of preschool children by examining the perspective of parents’ involvement with children staying at home. The paper also discusses (1) the concept of social-emotional competence and its importance for preschool children; (2) the concept of emotional competence, happiness, home learning, and sharing among children; and (3) the role of parents in promoting emotional competence in preschool children. The paper examined the impact of home learning, happiness, and sharing habits on the emotional competence of preschool children by using Partial Least Squares-Structural Equation Modeling (PLS-SEM) 2.0. The respondents included 358 randomly selected parents in two districts of Punjab state of India who have children aged 3 to 6 years. The results showed that happiness and home learning had a significant positive impact on the emotional competence of preschool children. However, sharing habits did not impact emotional competence to a significant extent in the current study.