The are significantly higher than language and

The
authors examine teachers’ beliefs about the importance of emotional and social
ability of children relative to other developmental behaviors and skills. They also record the strategies teachers use to support their
child’s social emotional abilities, such as social skills, pretend play and
friendship. The results show that emotional behaviors and
skills are significantly higher than language and literacy and behavior and
early math skills, and teachers believe that social skills and Friendships are important to their students.

The
participants in this study are pre-school teachers in a southeastern US county
that serves rural, small towns, suburbs and small towns. All participants are women, and all are taught in classes for
three, four, or three and four years old. Participants were aged
between 22 and 64 years old. The Teacher Beliefs Survey used in this
study was selected as it was developed to reflect the behavior, skills and
methods proposed in preschool education and demonstrated reliability. trust.

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Research
indicates that preschool teachers have the following beliefs regarding the
emotional development of young children: emotional and social well-being of
children is very important; Social-emotional skills are more important than
language and academic ability or early math skills; Appropriate pedagogy for kindergarten children needs to be
learned through play; and the curriculum should be based on the
child’s daily life and interests.

Friendship
is an important context in which kindergarten children can develop important
interactive skills for school and later life, and is also important for
adjustment and well-being. the happiness of the child. It is defined as voluntary and interpersonal relationships
between children who are interested and engaged, expressed by being closer
together, engaging in shared activities and influencing pole. Early support for childhood friendships is
especially important, though there are limited studies on how to help children
make and keep friends.

Teachers
play an important role in securing opportunities and supporting children to
learn social skills in terms of cooperation, rotating, conflict resolution,
teamwork, and empathy through fake play. pretend Play is an important means of developing self-regulation as well
as promoting language, awareness and social competence. Researchers have found evidence to link dramatic games to higher
levels of cognitive skills: using written language, using complex stories,
problem solving and abstract thinking

Social
skills are important to the positive interaction of the child. Social behaviors have been defined as caring behaviors that show
concern for the well being of others, such as consoling, cooperating, helping,
and sharing. These behaviors become more frequent in the
years before the child learns to develop cognitive abilities in order to
understand the emotions of others and have more social experiences, but some
children have difficulty developing social skills. These behaviors become
more frequent in the years before the child learns to develop cognitive
abilities in order to understand the emotions of others and have more social
experiences, but some children have difficulty developing social skills.

The
beliefs of early childhood teachers regarding the importance of social
emotional capacities and the practice of child support teachers were
investigated through surveys and focus groups. The results of the survey show that Public and
Public School Public School teachers place greater emphasis on social behaviors
and feelings than on early language and math skills and skills. read and practice many different ways to promote
social skills, pretend play and friendship. Social skills support practices range from
establishing a social environment to responding to emerging situations. Similarly, pretend play methods focus on setting
up pretend play scenarios and helping children play in those situations. Finally, practical friendship-related activities
can be a starting point for the development of friendship, facilitating
interactions between groups of people and small groups, and involving the
father mother. The results are discussed in connection with
previous studies and recommendations for appropriate development practices.