USE OF NON-VERBAL COMMUNICATION IN PRESCHOOLERS EMOTIONAL DEVELOPMENT
Abstract
This article is based on a study which consisted of the analysis of the non-verbal language used by preschoolers and materialized into a didactic experiment that started off with the assumption that emotional development in preschoolers can be achieved by means of non-verbal communication, with the aim of optimizing the relationship among the group members. The experimental group and the control group, homogenous from a psycho-social and educational viewpoint, consisted of 20 children, each. The experiment unfolded over the period of a school year and focused on the preschoolers’ acknowledgment of their own emotions and on the identification of their colleagues’ emotions by decoding non-verbal indicators. The used methods and instruments were as follows: non-verbal language encoding/decoding tests, sociometric tests and an emotional indicators observation chart. Both the pre-testing and the post-testing assessed the non-verbal communication encoding/decoding and the emotional development degree of the two groups (EG and CG). The results confirmed the general hypothesis as well as the specific hypotheses. As a general conclusion: the acknowledgement of one’s own emotions, through the analysis of non-verbal indicators, is essential to acquiring all the other(s) emotional skills, which are the source of social adaptation.
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