SOCIO-EMOTIONAL DEVELOPMENT OF INSTITUTIONALIZED PRESCHOOLERS
SOCIO-EMOTIONAL DEVELOPMENT OF INSTITUTIONALIZED PRESCHOOLERS

Summary/Abstract: In this article I intended to analyse the socio-emotional development of institutionalized preschoolers and to remark the influence that the residential type environment has on them. I chose to study this topic because institutionalized children have an underdeveloped social and emotional level. The main objective of the present paper is to reproduce the level of socio-emotional development of preschool children institutionalized in residential centres. The specific objectives are to compare the children's social age with their chronological age, as well as the interaction of preschool children with adults, to develop the skills of interaction with children of a similar age, to accept and respect diversity, to develop prosocial behaviours, as well as to measure the degrees of development of self-concept, emotional control and emotional expressiveness. Often enough, the institutionalization of children decisively influences their course and socio- emotional evolution. According to studies, all institutionalized preschoolers studied exhibit social and emotional gaps. But there are several factors that influence the intensity of the manifestation of these gaps in children's behaviours, which must be taken into account: the genetic inheritance, their environmental background and the traumatic scenes that children witnessed in the natural family and the institutional environment in which he develops at the time current.

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