Resumo

DIAS, Talita Pereira  e  PRETTE, Zilda Aparecida Pereira Del. Training Program for Socioemotional Development in Childhood Education: Teachers’ Assessment. Estud. pesqui. psicol. [online]. 2022, vol.22, n.3, pp.1223-1244.  Epub 06-Maio-2024. ISSN 1808-4281.  https://doi.org/10.12957/epp.2022.69874.

The search for intervention strategies in social skills in early childhood education that are effective, feasible, parsimonious and acceptable to educators is a research problem. Efforts in this direction can contribute to integrity of the intervention and to more effective and generalizable results. This study aimed to describe acceptability and impact indicators on a training program, in which social skills, educational social skills and social skills in childhood were promoted. 14 teachers participated. The results showed a positive evaluation by the teachers in the indicators related to acceptability, as well as in the perception of impact on their own performance and that of their students. The data obtained point to aspects of improvement of the program and its potential and flexibility to promote educational social skills and of children that can be made available to early childhood schools, in order to meet the social and legal demands for the quality of early childhood.

Palavras-chave : social skills; teacher education; students’ preschool.

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