SOCIO-EMOTIONAL DEVELOPMENT OF PRESCHOOL CHILD - AN ESSENTIAL COMPONENT OF SCHOOLING ABILITY

Schooling aptitude aims at a set of psychophysiological features that allow the child to adapt easily to the tasks of the new educational environment: school. This skill develops through the involvement of children in the formative activities at the kindergarten. In the kindergarten begins the process of intellectual maturity formation, the child assimilating knowledge about the environment, about man and society, knowledge from the field of mathematical operation. They also practice their oral communication skills and develop their linguistic skills, acquire skills in intellectual work, develop their ability to analyze, classify, order objects and phenomena, apply their knowledge in new areas, evaluate their own performance, logical memory. In this paper we will present some of the characteristics of the emotional dimension, which we consider particularly important in the development process of the future school. The development of emotional abilities of preschoolers facilitates the formation and maintenance of relationships with others, prevents difficulties of social adaptation, emotional disturbances in childhood and ensures school adaptation. At pre-school age, children's emotions are obvious and easily perceived by direct observation and monitoring of physiological reactions and their behavior. The pre-school's ability to transmit appropriate emotions (verbal and / or non-verbal) involves expressing them in a form that favors social adaptation.