{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QUH2ILMW/6d40a813-a0c5-4c2e-86ac-b8b2a8abe521/PDF","dcterms:extent":"322 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-QUH2ILMW/c0fda399-bf5e-4679-9bf1-cd953de65e58/TEXT","dcterms:extent":"32 KB"}],"edm:TimeSpan":{"@rdf:about":"1992-2025","edm:begin":{"@xml:lang":"en","#text":"1992"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-QUH2ILMW","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-DJTGDZOW"},{"@xml:lang":"sl","#text":"Psihološka obzorja (Ljubljana)"}],"dcterms:issued":"2022","dc:creator":["Hollerer, Luise","Kohl, Astrid"],"dc:format":[{"@xml:lang":"sl","#text":"številka:letn. 31"},{"@xml:lang":"sl","#text":"str. 526-531"}],"dc:identifier":["COBISSID_HOST:127798275","ISSN:2350-5141","URN:URN:NBN:SI:doc-QUH2ILMW"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Društvo psihologov Slovenije"},"dc:subject":[{"@xml:lang":"en","#text":"childhood development"},{"@xml:lang":"en","#text":"curriculum"},{"@xml:lang":"sl","#text":"čustveni razvoj"},{"@xml:lang":"en","#text":"education"},{"@xml:lang":"en","#text":"emotional development"},{"@xml:lang":"en","#text":"emotional regulation"},{"@xml:lang":"sl","#text":"kurikulum"},{"@xml:lang":"en","#text":"prevention"},{"@xml:lang":"sl","#text":"preventiva"},{"@xml:lang":"sl","#text":"razvoj otroka"},{"@xml:lang":"en","#text":"training"},{"@xml:lang":"sl","#text":"uravnavanje čustev"},{"@xml:lang":"sl","#text":"usposabljanje"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"}],"dcterms:temporal":{"@rdf:resource":"1992-2025"},"dc:title":{"@xml:lang":"sl","#text":"Accompanying the development of emotion regulation| a psychological and pedagogical topic in pre- and primary-school| psihološka in pedagoška tematika v vrtcu in osnovni šoli| Spremljanje razvoja uravnavanja čustev|"},"dc:description":[{"@xml:lang":"sl","#text":"Emotion regulation is described as a milestone in a child’s emotional and social development. Various psychological studies have shown that children do differ in their development of expression, perception and regulation of their own emotions (Goleman, 2013; Petermann & Gust, 2016; Siegler et al., 2011) and explicit perceptual, language based and cognitive strategies to achieve regulative competences in early childhood. In accordance with international studies the results indicate the importance of enhancing the emotional development of children in kindergarten and at the beginning of school. Especially the role of socialconscious emotional regulation, anger management and inhibition of aversive external behavior seems to be a key element for learning engagement, school success, wellbeing and mental health. This requires professionals in pre- and primary school settings who are able to accompany children in and are capable to work on prevention and intervention in case children show externalizing behavior. The article focuses on the implementation of emotional learning and emotional regulation on a curricular basis for vocational training and discusses a multilevel and systemic approach for prevention"},{"@xml:lang":"sl","#text":"Uravnavanje čustev je opredeljeno kot mejnik v otrokovem čustvenem in socialnem razvoju. Številne psihološke študije so pokazale, da se otroci med seboj razlikujejo v razvoju izražanja, zaznavanja in uravnavanja svojih čustev (Goleman, 2013; Petermann in Gust, 2016; Siegler idr., 2011) in eksplicitnih zaznavnih, na jeziku temelječin in kognitivnih strategijah za dosego kompetenc uravnavanja v zgodnjem otroštvu. V skladu z izsledki mednaronih študij je v vrtcu in prvih razredih osnovne šole pomembno spodbujanje čustvenega razvoja otrok. Pri tem so socialno-občutljivo uravnavanje čustev, uravnavanje jeze in inhibicija averzivnega vedenja pozunanjanja še posebej pomembni za izobraževalno vključenost, šolski uspeh, blagostanje in duševno zdravje. Vse našteto kliče po strokovnjakih v vrtčevskem in šolskem okolje, ki so otroke zmožni spremljati in z njimi delati – tako preventivno kot z intervencijami, če so za otroka značilna vedenja pozunanjanja. Članek se ukvarja z implementacijo čustvenega učenja in uravnavanja čustev na ravni kurikula za poklicno usposabljanje in razpravlja o večnivojskem in sistematičnem pristopku k preventivnim dejavnostim"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-QUH2ILMW","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-QUH2ILMW"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-QUH2ILMW/6d40a813-a0c5-4c2e-86ac-b8b2a8abe521/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Društvo psihologov Slovenije"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-QUH2ILMW/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-QUH2ILMW"}}}}