Academic literature on the topic 'Praise Psychological aspects'
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Journal articles on the topic "Praise Psychological aspects"
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Palamar, Nataly I. "PRAISE AS A SUBJECT OF INTERDISCIPLINARY RESEARCH." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 158–66. http://dx.doi.org/10.32342/2523-4463-2021-2-22-14.
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The article considers the features of the phenomenon of praise as a subject of research in various disciplines; the connection of praise with philosophy, psychology, sociology and linguistics is analyzed; such sections of psychology as pedagogical, social and management psychology and the influence of praise on them are considered in detail; the linguistic character of praise in German and Ukrainian is determined; the conclusion on the complex analysis of the phenomenon of praise in the field of linguistics, genealogy and linguistics of the text is made. At the current stage, language development and change are often the subject of interdisciplinary research. This also applies to praise. It was seen as a phenomenon of philosophy that regarded it as a direct projection of good and defined it as a natural ability to characterize the object of interest. Praise as a psychological phenomenon is defined in the form of information about the opportuneness of the act and positive assessment. Praise embodies an important element of psychology – motivation, which appears as an incentive element to action. We consider praise from a linguistic point of view in the form of sincere approval, expression of positive attitude to the addressee, his actions, deeds, personal characteristics (thoughts, qualities), objects and things belonging to the interests or activities of the addressee so as to psychologically and emotionally affect the addressee and its stimulation to further activity in this direction. The study of a complex and multifaceted phenomenon of praise requires taking into consideration different approaches to its comprehension. Features of the cognitive processes of human consciousness have become the subject of study of humanities, including philosophy, psychology and sociology. Philosophy appears here with a combination of questions about good and evil, the relationship between man and the world, which have served as topics for discussion since ancient times. Psychology considers the features and patterns of human behavior, thinking, states and qualities of man. The proposed research considers praise as primarily a linguistic concept in the framework of pragmalinguistics and text linguistics. Each of these disciplines expands and enriches research and in general represents a single set of sciences. For this reason, the need for a brief analysis of the problem of praise in terms of liberal sciences has arisen. The connection between philosophy and the concept of praise is easy to trace. The implementation of praise requires, first of all, an object that should be characterized in accordance with the general evaluative ethical categories of “good” and “evil”. Things, concepts, actions, which are classified as “good”, deserve praise. What belongs to the category of “good” and what to “evil”, the definition of these concepts, their characteristics – is one of the issues of philosophy, which has caused debate since ancient times. To bring about praise as a speech action, certain mental processes of a person, which help them to know and characterize the object of attention, are important. These include: feelings, perception, thinking, imagination, and so on. The formation of praise is based on significant psycho-emotional principles inherent in man. An important element of praise is the stimulus. Motivation in praise is one of the incentive tools of psychology. The way of implementation of praise depends on a person’s psychological features. It helps in the field of education and upbringing, forms interpersonal relationships and helps to improve the results of work in public life. Alongside with research in the fields of philosophy and psychology, praise is also studied by linguistics. The linguistic nature of praise forms the basis of the proposed research, because the object of study is embodied primarily through specific language tools. Linguistic explorations of praise can be traced within studies of many native and foreign linguists, who have examined it in various aspects and areas of implementation. The purpose of the proposed article is a multifaceted approach and analysis of praise, in order to determine the research paradigm. Accordingly, the objectives of the article were as follows: to consider praise as a subject of various disciplines; analyze the relationship of praise with philosophy, psychology, sociology and pragmatics; determine the significance of the theory of speech acts, speech genres and text linguistics for the studied phenomenon. The following methods were used in the study: “analysis through synthesis” method, which contributed to the knowledge and awareness of the phenomenon of praise, the variety of its manifestations in different sciences; descriptive analysis made it possible to describe praise in each of the considered disciplines. As a result of the analysis, the following conclusions can be drawn: for the proposed research, it is interesting to study the praise in terms of linguistics and pragmatics. An analysis of previous studies of this phenomenon in other languages has led to the conclusion that praise can be expressed by a speech act, or a speech genre, or even be represented by a type of text. Consequently, such versatility of praise determines its complex, multifaceted analysis using two approaches – linguo-pragmatic and rhetorical-stylistic.
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Cox, Caitríona L. "‘Healthcare Heroes’: problems with media focus on heroism from healthcare workers during the COVID-19 pandemic." Journal of Medical Ethics 46, no. 8 (June 16, 2020): 510–13. http://dx.doi.org/10.1136/medethics-2020-106398.
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During the COVID-19 pandemic, the media have repeatedly praised healthcare workers for their ‘heroic’ work. Although this gratitude is undoubtedly appreciated by many, we must be cautious about overuse of the term ‘hero’ in such discussions. The challenges currently faced by healthcare workers are substantially greater than those encountered in their normal work, and it is understandable that the language of heroism has been evoked to praise them for their actions. Yet such language can have potentially negative consequences. Here, I examine what heroism is and why it is being applied to the healthcare workers currently, before outlining some of the problems associated with the heroism narrative currently being employed by the media. Healthcare workers have a clear and limited duty to treat during the COVID-19 pandemic, which can be grounded in a broad social contract and is strongly associated with certain reciprocal duties that society has towards healthcare workers. I argue that the heroism narrative can be damaging, as it stifles meaningful discussion about what the limits of this duty to treat are. It fails to acknowledge the importance of reciprocity, and through its implication that all healthcare workers have to be heroic, it can have negative psychological effects on workers themselves. I conclude that rather than invoking the language of heroism to praise healthcare workers, we should examine, as a society, what duties healthcare workers have to work in this pandemic, and how we can support them in fulfilling these.
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Zulpykharova, M. M., G. T. Sadvakas, and M. Zh Sultanbek. "THEORETICAL ASPECTS OF THE CONCEPT OF «ACADEMIC GIFTEDNESS»." BULLETIN Series of Pedagogical Sciences 68, no. 4 (December 30, 2020): 31–41. http://dx.doi.org/10.51889/2020-4.1728-5496.05.
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The article describes the genesis of the concept of «academic giftedness», features of its development. Philosophical categories of «academic giftedness»: intellect; act; ability; way of thoughts and praise; wisdom; differences in people; top ideas; monads; diads; triads of reasoning; creative activity; «vegetativeness»; «emotional»; «rational»; perfect happiness, dianoetic virtue; multiplicity (duality) of the thinker; internal development; generation dynamics; the scientific concepts of self-developing and atemporal existence are analyzed. There are also categories of psychological education: excellent mastery; ability to read; innate qualities; individual conglomerate of specific relationships; high intelligence; quick thinking; creativity; talent; the concepts of units (behavior) are described. The article states that the upper limit of intellectual cognitive development; deep knowledge; high level of activity aimed at achieving extraordinary results; special abilities for disciplines and activities; The concept of high propensity to understand the subject content is described education as a component of the content of «academic giftedness». The article analyzes the diagnostic work. The purpose, tasks of the experiment, the algorithm of its organization are offered. The experiment was carried out on the basis of the method of A.Savenkov «Giftedness Map» for students of «6B01301-primary education programs» The survey identifies student's «academic giftedness» in the fields of ICT, music, multilingualism, business innovation, and presents the results. Scientific and methodical recommendations are prepared.
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Dziadzia, Bogusław. "Narcyzm i sprawstwo w kulturze artystycznej." Humaniora. Czasopismo Internetowe 40, no. 4 (December 30, 2022): 95–105. http://dx.doi.org/10.14746/h.2022.4.4.
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Narcissism is a part of the cultural heritage. It reaches many areas of social life. As a cultural phenomenon, it reaches more profound and broader than psychological analyses would indicate. It has always been present in the biographies of people significant for the development of culture and art. The thesis in the text states that cultural achievements without narcissism would be much more modest than we can observe today. The conducted argument indicates the positive aspects of narcissism in the field of artistic culture. Praise of narcissism concerns agency in culture and art. Trying to determine the place of narcissism in art culture, I favor forgoing the one-sidedly negative perception of the phenomenon of narcissism. Narcissism here is one of the motivating factors
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Strong, Emily, and Anita Soni. "Reflections on the use of Video Enhanced Reflective Practice to enhance a trainee educational psychologist’s attuned interactions in supervision." Educational and Child Psychology 38, no. 3 (September 2021): 11–32. http://dx.doi.org/10.53841/bpsecp.2021.38.3.11.
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This article reflects on my use of Video Enhanced Reflective Practice (VERP), as a trainee educational psychologist (TEP), to further develop my interactions, level of attunement and confidence to express my psychological opinion with my placement supervisor, within the context of supervision. The project consisted of three cycles of VERP using edited clips from video recordings of three supervision sessions judged to demonstrate ‘better than usual’ interactions, which were reviewed with a VERP guider (the second author). My overall learning goal focused on further strengthening my confidence to express psychological perspectives in supervision, with specific targets identified relating to how I facilitated an equal partnership, shared alternative perspectives, and co-constructed formulations. After three shared reviews, my baseline ratings for all collaboratively agreed learning goals were met. With guidance from the VERP guider, I reflected on how I became more present in supervision sessions, allowed myself thinking time, and received, contributed, and extended my views and hypotheses more confidently. I also noticed and accepted praise more readily which seemed to result in greater confidence and attunement, both in further supervision sessions and other aspects of professional practice. This reflective account outlines the process and outcomes of the project before considering the strengths and limitations of using VERP to facilitate the professional development of TEPs, using the supervisory relationship as a vehicle for development.
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Khrismadani, Putu Herma, Ni Komang Ari Sawitri, and Putu Oka Yuli Nurhesti. "GAMBARAN TINGKAT STRES MAHASISWA KEPERAWATAN UNIVERSITAS UDAYANA DALAM PROSES PEMBELAJARAN SELAMA PANDEMI COVID-19." Coping: Community of Publishing in Nursing 10, no. 2 (April 29, 2022): 166. http://dx.doi.org/10.24843/coping.2022.v10.i02.p07.
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Stress is a psychological response experienced by each individual where the individual is faced with things that are felt to have exceeded the limit or are considered difficult to deal with. Students are one of the groups that are very vulnerable to stress. Moderate to severe stress levels experienced by students can hinder the learning process. This study aims to describe the stress level of Udayana University nursing students in the learning process during the Covid-19 pandemic. This research uses descriptive quantitative method with cross sectional design. One hundred and sixty-one out of 270 students were selected by stratified random sampling method. Data were collected using a research adaptation questionnaire. The results of this study indicate that most students experience moderate stress. Stress is seen from several aspects, namely physical, emotional, intellectual, and interpersonal. Based on gender, the stress level was found to be high in female students compared to male students. Based on the class, the highest stress level was found in the class of 2020. Based on the GPA, the stress level was high in the GPA with praise. Based on the status of residence, the stress level was found to be high in students with the status of living with their parents. Changes in learning methods are one of the triggering factors for psychological changes. The adaptation process is able to cause a stressful impact for students, because the readiness of students in online learning is not yet mature.
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Tan, Kim Hua, Michelle Elaine anak William Jospa, Nur-Ehsan Mohd-Said, and Mohd Mahzan Awang. "Speak like a Native English Speaker or Be Judged: A Scoping Review." International Journal of Environmental Research and Public Health 18, no. 23 (December 3, 2021): 12754. http://dx.doi.org/10.3390/ijerph182312754.
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This review aims to examine the discrimination and prejudices toward the accent of non-native English speakers and cyberbullying as the ripple effect of these negative consequences. Following Arksey and O’Malley’s framework of conducting a scoping review, 60 studies from 2012 to 2021 were retrieved from the ERIC and Google Scholar databases. The studies were reviewed from two aspects: (1) psychological impact on speakers with a non-native English accent, (2) attitudes toward non-native English accents from the victim’s and perpetrator’s perspectives. The findings suggested that speaking with a non-native English accent drew negative cognitive, affective, and behavioral experiences. Biases toward non-native English accents were due to the general derogatory perception of an accent and the comprehensibility of speakers’ accent and pronunciation. “Accent acceptability” can be inculcated at all levels of education, not only through multicultural education but also through the concerted effort of policy makers and practitioners to seriously address this social issue. Accent awareness can dispel unwarranted and undesirable judgements of non-native English accent speakers. Future studies should be conducted on the effects of social and mental health experiences, particularly of non-native ESL and EFL teachers, given that this may be the only profession required to teach “live” during the pandemic and thus be subjected to public praise or ridicule.
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Monastyrska, Ewelina, and Oliwia Beck. "Psychological and legal aspects of ex vivo transplantation." Medycyna Ogólna i Nauki o Zdrowiu 20, no. 2 (July 8, 2014): 145–48. http://dx.doi.org/10.5604/20834543.1112228.
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HORNE, DAVID, and J. T. HUESTON. "The Personality of Hand Surgeons." Journal of Hand Surgery 10, no. 1 (February 1985): 5–7. http://dx.doi.org/10.1016/s0266-7681(85)80004-8.
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The aim of the present study was to investigate some aspects of motivation to practise hand surgery, psychological mindedness and personality characteristics in a group of 212 Hand Surgeons. The data was obtained by administering the Eysenck Personality Inventory, an especially constructed questionnaire, in a group setting at two conferences in Australia.
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Lunt, Ingrid. "Competence, fitness to practise and continuing professional development: The ethical basis of educational psychologists’ practice." Educational and Child Psychology 19, no. 1 (2002): 70–80. http://dx.doi.org/10.53841/bpsecp.2002.19.1.70.
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AbstractIn this article questions are raised about what constitutes fitness to practise for educational psychologists, starting with a discussion of “valid practice” and the current concern in many professions with “revalidation”. Most professions imply that “competence”, derived from a licence to practise or its equivalent, and adherence to an ethical code, constitute the basis of their current “fitness to practise”, and hence the justification for public trust or confidence. However, if we are thinking in terms of protection for the public or public confidence, this notion of “competence” must be considered a weak concept, since, once demonstrated through initial qualification and additional professional requirements for “membership” (the “licence”), it is rarely if ever subsequently checked. The article considers questions of qualification (licence to practise), ethical codes and continuing professional development (CPD) for educational psychologists, welcomes the move by the British Psychological Society (BPS) toward mandatory CPD as a means for revalidation of competence, and suggests that a core aspect of ethical practice implies a commitment to the maintenance of current fitness to practise.
Dissertations / Theses on the topic "Praise Psychological aspects"
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Taylor, Ouida O. (Ouida Oswalt). "Student Interpretations of Teacher Verbal Praise in Selected Seventh and Eighth Grade Choral Classes." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278057/.
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This study investigated the effect familiarity with a teacher had on student interpretations of teacher verbal praise in seventh and eighth grade choral ensembles. A stimulus tape was constructed of 16, 30-second videotaped clips containing verbal praise of four teachers. Teachers identified their intent in the use of praise in each example. Students (n = 80) from the four choirs responded to the tape by labeling the praise in each clip as deserved or as one of three types of instructional praise (i.e., praise to encourage, to send a message to other students, or to seek student cooperation). Comparisons were made between choirs in labeling the praise. Comparisons were made also between each teacher's stated purpose in praising and the interpretations of choirs familiar and unfamiliar with the teacher. Choirs who were unfamiliar with the teacher differed from the teachers' own students in interpreting the praise: Students who knew a teacher labeled the praise as deserved in five clips, but unfamiliar choirs thought the praise served an instructional purpose. In four clips, choirs differed in their interpretations of the type of instructional praise. Students familiar with a teacher recognized their teacher's intent in praising in 12 of 16 clips. In some situations, familiarity with a teacher and context made a difference in detecting the teacher's purpose for praising. In five clips where teachers identified the praise as deserved, students unfamiliar with the teacher and context thought the praise was intended to encourage students. Students across choirs were particularly sensitive to a teacher's use of praise to send a message to other students. Students are keen observers of teacher praise. Findings suggest students discriminate between praise directed at the performance and praise used for instructional purposes, suggesting that observation instruments that rely on a single label for praise might miss important information. Findings support the importance of determining how teachers intend praise to serve and how students interpret the behavior.
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Leung, Shan Mui Stella. "The use of praise and humour in ESL classrooms by native speaking teachers (NS) and non-native speaking Chinese teachers of English (NNS) : a cross-cultural comparative study in the Hong Kong context." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/380.
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Araujo, Elvira Aparecida Simões de. "Rediscutindo caminhos da contribuição da analise do comportamento para a educação." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251685.
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Orientador: Roberto Gurgel AzziTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa busca rediscutir as contribuições da Análise do Comportamento para a Educação no Brasil. Para tanto procedeu entrevistas com nove sujeitos, Psicólogos, Analistas do Comportamento, também Professores, considerados informantes qualificados, selecionados pelo banco de currículos LATTES, que atendessem aos critérios de formação e produção acadêmica, ligados ao ensino de Psicologia e/ou Educação. Foi solicitado que expressassem considerações acerca das contribuições e obstáculos da relação entre Análise do Comportamento e Educação e também acerca de sua própria atividade de ensino. Os resultados, organizados em categorias, corroboram estudos da literatura ao apontar tanto para a contribuição já demonstrada pela abordagem, quanto pelos obstáculos das incompreensões. Também é presente uma análise dos limites dos próprios analistas do comportamento em prover maior comunicação com a Educação e demonstrar com sua prática educativa a viabilidade do exercício da Análise do Comportamento no campo educacional. São apresentadas considerações críticas acerca da forma com que a abordagem é apresentada e também acerca da importância do ensino de teorias de ensino - aprendizagem para o professor, tarefa na qual o domínio dos princípios e a aplicação da Análise do Comportamento demonstra ser de grande relevância.
Abstract: This papers aims at rediscussing the contributions that Behavior Analysis has made to Education in Brazil. Interviews were carried out with nine subjects - Psychologists, Behavior Analysts, and Teachers - all of whom were considered qualified informants, selected through the LATTES curriculum bank, attending to necessary qualification and academic production criteria and related to the teaching of Psychology and/or Education. They were requested to express their views on the contributions and obstacles of the relationship between Behavior Analysis and Education, and on their own teaching practice. The results, organized into categories, corroborate the studies found in literature, pointing to the fact that some contribution is already demonstrated by the teaching approach used, but is somehow impeded by incomprehension. It also presents an analysis of the Behavior Analysts themselves, of their limitations in communicating better with the Educators and in demonstrating with their educating practice the role Behavior Analysis can play in Education. Considerations as to how the teaching approach is addressed are presented, as well as considerations emphasizing the importance of teaching teachers Teaching and Learning Theories, a task in which the mastering of the principles and applications of the Behavior Analysis are of great relevance.
Doutorado
Psicologia Educacional
Doutor em Educação
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Delin, Catherine R. (Catherine Richmond). "An investigation into the differential effects of varieties of praise." 1988. http://web4.library.adelaide.edu.au/theses/09PH/09phd3531.pdf.
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Delin, Catherine R. (Catherine Richmond). "An investigation into the differential effects of varieties of praise / Catherine R. Delin." Thesis, 1988. http://hdl.handle.net/2440/18911.
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Pszczółkowska, Ilona. "Salezjański Wolontariat Misyjny "Młodzi Światu"." Praca dyplomowa, 2009. http://hdl.handle.net/11315/1237.
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Ze wstępu: "Współczesny człowiek, wciągnięty w wir życia, w pogoń za zyskiem, zalewany
niezliczoną ilością informacji i zaplanowanych spotkań, a przy tym zmęczony
i znudzony codziennością, coraz częściej tęskni za życiem, w którym znalazłby czas na
spotkanie ze sobą i drugim człowiekiem. Człowiek, zwłaszcza młody, w wielości
możliwości, jakie niesie cywilizacja, poszukuje sensu życia i swojego miejsca.
Młodość, charakteryzująca się entuzjazmem i zapałem, potrzebuje ideałów i możliwości
zaangażowanie się w wielkie dzieła. Młody człowiek pragnie kochać i być kochanym. "(...)
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Pszczółkowska, Ilona. "Salezjański Wolontariat Misyjny "Młodzi Światu"." Praca dyplomowa, 2019. http://hdl.handle.net/11315/25923.
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Ze wstępu: "Współczesny człowiek, wciągnięty w wir życia, w pogoń za zyskiem, zalewany niezliczoną ilością informacji i zaplanowanych spotkań, a przy tym zmęczony i znudzony codziennością, coraz częściej tęskni za życiem, w którym znalazłby czas na spotkanie ze sobą i drugim człowiekiem. Człowiek, zwłaszcza młody, w wielości możliwości, jakie niesie cywilizacja, poszukuje sensu życia i swojego miejsca. Młodość, charakteryzująca się entuzjazmem i zapałem, potrzebuje ideałów i możliwości zaangażowanie się w wielkie dzieła. Młody człowiek pragnie kochać i być kochanym. "(...)
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Labuschagne, Philippus Gerhardus Albertus. "The benefits of heutagogic learning : a case study to deepen the appreciation of a career counselling intern's professional development." Diss., 2014. http://hdl.handle.net/10500/14403.
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The professional development of a career counselling intern on a satellite campus at a distance education institution was facilitated with the use of a heutagogic learning strategy. The heutagogic learning process was recorded by reflective writing based on Kolb's experiential learning model. This research is a disquisition of the reflective dataset.
The research is an autoethnographic case study in the constructionist paradigm with a creative analysis process. During the research process features about the benefits of heutagogic learning in the professional development of the career counselling intern were critically constructed.
The findings of the research are captured in memescapes showing mindset changes and mental transformations on patterns which describe the theory-praxis gap, diversity, wellness, the macro-ethic. The recommendations include the hope that these findings will feed through to inform future career counselling internships in the IOP field.Industrial & Organisational Psychology
MCom (Industrial and Organisational Psychology)
Books on the topic "Praise Psychological aspects"
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Liu, Chang. Zan shang: Jue ding hai zi ming yun de jiao yu fang fa. Beijing: Lan tian chu ban she, 2006.
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In praise of slow: How a worldwide movement is challenging the cult of speed. Toronto: Vintage Canada, 2004.
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Honoré, Carl. In praise of slow: How a worldwide movement is challenging the cult of speed. Toronto: Random House Canada, 2004.
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Mayer, Ken. Real women don't diet!: One man's praise of large women & his outrage at the society that rejects them. Silver Spring, Md: Bartleby Press, 1993.
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Busse, Rodger. Planning for success on the job: Jobs of the future, new skills, the right attitude, human relations, working with others, listening skills, adjusting to the job, reliability, goals, rewards, chains of command, communication, networks, mentors, improving your work, new employees, supervisors, criticism, praise, anger, frustration, boredom, discrimination, job changes, lifelong learning, burning bridges, planning for the future. Orange, CA: Career Pub. Inc., 1993.
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Winter, Léon de. Hoffman's hunger. New Milford, Conn: Toby, 2007.
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Hoffman's hunger. London: André Deutsch, 1995.
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Heeter, Karla, and Jan Heyerdahl. The LMNOPs of Surviving Cancer : Let Me Now Offer Praise. Beaver's Pond Press, 2000.
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Wagman-Geller, Marlene. Great Second Acts: In Praise of Older Women. Blackstone Audio, 2018.
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Great Second Acts: In Praise of Older Women. Mango, 2018.
Find full textBook chapters on the topic "Praise Psychological aspects"
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Heslop, Kate. "Seeing, Knowing, and Believing in the Prose Edda." In Viking Mediologies, 108–32. Fordham University Press, 2022. http://dx.doi.org/10.5422/fordham/9780823298242.003.0005.
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Sight is closely allied to knowledge in the premodern west, and the parallel between extramission’s searching visual ray and the mind’s attempt to apprehend the divine was also theologically compelling. Norse homiletic literature explores psychological and cognitive aspects of seeing, and sight is crucial to the Prose Edda’s epistemology. The Edda’s Prologue reports how antediluvian humanity depended on sight for knowledge of creation, while the framing trope of sjónhverfing (ocular delusion), drawing on romance descriptions of courtly entertainments, also mobilizes theological accounts of the gap between embodied perception and deeper spiritual or poetic envisionings. Christian praise poems such as Líknarbraut and Geisli accordingly use light and sight to evoke the divine and enact the community of believers as sharers of a visio pacis; the inclusion of these poems in Prose Edda compilations implies that medieval readers were aware of such resonances. The pre-Christian skaldic picture poems nonetheless retain their validity when framed as sjónhverfing, enabling the medieval reader to observe, if not emulate, ancestral experiences of visually mediated knowing.
Conference papers on the topic "Praise Psychological aspects"
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Dreimane, Lana Frančeska, and Elīna Vītola. "Development of Emotion Regulation by Integrating Mindfulness Praxis in Early Childhood Education." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.53.
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Rapid technological development and information overload has shaped the identity of the 21st century and has had an immense impact on many social aspects of human life including education systems and children across the world. In their early years, children experience rapid flows of information and a vast range of emotional stimuli every day which, without the ability to effectively self-regulate the emotional responses to these stimuli, can cause anxiety, cognitive overload, socialisation problems and uncontrollable emotional release, resulting in psychological distress for everyone involved – children, parents, and educators. Furthermore, in early childhood education long-term implications must always be considered as, during such overwhelming moments, a child is not able to effectively engage in socialisation or learning processes and subsequently, this can have a negative effect on overall long-term development and the life of a child. This research confirms that, in the past decade, social emotional learning has, for many education institutions across the world and systems worldwide, become an integral part of learning. Nevertheless, in early childhood education research, there remains a notable knowledge gap concerning the lack of systematized knowledge and practical tools to support the development of emotion regulation skills in early childhood education. This paper presents a theoretical and qualitative multi-method study, including a pedagogical intervention, providing scientifically grounded answers and practical advice for educators and early childhood education institutions on how to integrate mindfulness praxis to promote emotion regulation skills of children aged five to six. The results of the research show that meaningful and qualitative support of emotion regulation skills development are provided, through the inclusion of mindfulness praxis as a purposeful and systematic part of early childhood education.