Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children

ATLAGA, Maša; VALJAN VUKIĆ, Violeta

doi:10.15291/ai4690

Acta Iadertina, Vol. 21 No. 2, 2024.

Original scientific paper

Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children

Maša ATLAGA orcid.org/0000-0003-3661-8761 ; Department of Teachers and Preschool Teachers Education, University of Zadar, Zadar, Croatia
Violeta VALJAN VUKIĆ ; Department of Teachers and Preschool Teachers Education, University of Zadar

Full text: croatian pdf 265 Kb

page 183-198

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cite

APA 6th Edition

ATLAGA, M. & VALJAN VUKIĆ, V. (2024). Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children. Acta Iadertina, 21 (2), 183-198. https://doi.org/10.15291/ai4690

MLA 8th Edition

ATLAGA, Maša and Violeta VALJAN VUKIĆ. "Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children." Acta Iadertina, vol. 21, no. 2, 2024, pp. 183-198. https://doi.org/10.15291/ai4690. Accessed 25 Jul. 2026.

Chicago 17th Edition

ATLAGA, Maša and Violeta VALJAN VUKIĆ. "Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children." Acta Iadertina 21, no. 2 (2024): 183-198. https://doi.org/10.15291/ai4690

Harvard

ATLAGA, M., and VALJAN VUKIĆ, V. (2024). 'Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children', Acta Iadertina, 21(2), pp. 183-198. https://doi.org/10.15291/ai4690

Vancouver

ATLAGA M, VALJAN VUKIĆ V. Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children. Acta Iadertina [Internet]. 2024 [cited 2026 July 25];21(2):183-198. https://doi.org/10.15291/ai4690

IEEE

M. ATLAGA and V. VALJAN VUKIĆ, "Self-Assessment of Future Preschool Teachers’ and School Teachers’ Knowledge of the Social-Emotional Competencies of Children in Early Childhood, Preschool Children, and Primary School Children", Acta Iadertina, vol.21, no. 2, pp. 183-198, 2024. [Online]. https://doi.org/10.15291/ai4690

Abstract

Although investing in the cognitive aspect of a child’s development (school,
additional educational activities, etc.) is of exceptional importance, existing
research findings and practice indicate that a child’s life success significantly
depends on the area of social-emotional development. Social-emotional development
skills are a prerequisite for the development of social-emotional
competencies, which, according to the CASEL conceptualization (Collaborative
for Academic, Social and Emotional Learning), refer to a set of abilities,
skills, and knowledge essential for initiating and maintaining mutual
and fulfilling relationships with others. Given that these skills represent one
of the prominent developmental tasks that educators and teachers should
stimulate in the upbringing and education of children, the aim of this research
was to determine the self-assessments of future educators’ and teachers’
knowledge about social-emotional competencies during childhood. Research
in this area is scarce, and it has been shown that social-emotional
competencies represent a protective factor in development. For the purposes
of this research, a Self-Assessment Questionnaire on Knowledge of Children’s
Social-Emotional Competencies was developed.
The results indicate that students report moderate levels of self-assessed
knowledge about social-emotional competencies, with differences observed
in self-assessed knowledge levels depending on the year of study. Senior
students report higher levels of knowledge compared to junior students.
Investigating the existing levels of knowledge in this area is of great importance
to formulate higher educational programs aimed at strengthening
the competencies of educators and teachers in fostering children’s
social-emotional competencies in daily educational practice, based on the
obtained results.