Buscar
Mostrando ítems 1-10 de 2705
A influência do educador infantil no processo do desenvolvimento sócio/afetivo
(Universidade Tecnológica Federal do ParanáMedianeira, 2012-12-15)
This research focuses on the analysis highlight the influence of childhood educator in the process socio / affective educating, guiding intrinsically linked the issue of teacher attitudes. How objective seeks to prove that ...
A importância do agente socioeducador da FASE/RS conhecer a trajetória de vida do socioeducando à luz do novo paradigma da socioeducação preconizado no SINASE
(Universidade Federal de Santa MariaBrasilUFSMCentro de Ciências Sociais e Humanas, 2011-08-11)
This work focuses in the contextualization and reflection about the importance of the Socio
Educator Agent to know the teenager's path life that fulfils Socio Educational Measure of
confinement of the Foundation for Socio ...
Socio-emotional Wellbeing in Educational Contexts: Perception of Chilean Students
(UNIV NAVARRA, 2009)
This paper presents the results of a qualitative study on socio-emotional wellbeing in Chilean students aimed at identifying, from the students' own perspective, their needs and how educational contexts foster-or not-an ...
Education inclusive in partner-affective development: a study with students who present permanent special educational needs
(Ciencia Digital Editorial, 2019)
EditorialEditorial
(Instituto Tecnológico de Santo Domingo (INTEC), 2022)
La autonomía en el desarrollo socio-afectivo de niños de 3 a 4 años.
(Universidad de Guayaquil - Facultad de Filosofía, Letras y Ciencias de la Educación, 2021)
Está en tabla.
Las emociones en el desarrollo socio afectivo en niños de 4 a 5 años.
(Universidad de Guayaquil - Facultad de Filosofía, Letras y Ciencias de la Educación, 2021)
El presente trabajo de investigación permitió conocer cómo las emociones
tienen una influencia directa en el desarrollo socioafectivo de los niños, ya
que, posibilita el desarrollo de una autoestima estable y la adquisición ...