Volume 5 - Number 4 - Contribution of Socio-Emotional Development Game to Social Integration of Young Children from Disadvantaged Backgrounds - 2012

Oct 15, 2026

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The study examines how a socio-emotional development game can support social integration of young children from disadvantaged backgrounds within Romania’s postmodern education context. It frames poverty as a psychological, social, and cultural condition affecting harmonious development and inclusion. Using questionnaire surveys, interviews, a pedagogical experiment, and observation, the research identifies a gap between expectations for integration and effective implementation in schools, emphasizing optimization of educational programs. Findings underline decision-makers’ need to embed game-based socioemotional development methods effectively.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Purpose of the Study

Methods

Volume 5, Number 4, 2012 CONTRIBUTION OF SOCIO-EMOTIONAL DEVELOPMENT GAME TO SOCIAL INTEGRATION OF YOUNG CHILDREN FROM DISADVANTAGED BACKGROUNDS Maria Claudia Cuc, Simona Macarie Abstract: : In Romania postmodern education system is built on a new philosophy of education, which promotes a new concept, as the social fact and reference value in building human capital. Integration effects, of globalization, poor management and poor government policy, have brought out another aspect of Romania, poverty, which leaves its mark on the formation and a more harmonious development of a child, but also on its integration into society. Teachers in Romania, through educational programs undertaken support the socio-emotional development of children from disadvantaged backgrounds by developing their capacity for change, growing dynamism and readiness for renewal. Our speech is a plea for the need to integrate children from disadvantaged backgrounds through contemporary educational policies more effective, but also with game, coaching and education. The general objective is to identify the role and contribution of game in socio-emotional development of children from disadvantaged backgrounds, and their integration ata social level. This represents a policy to reduce the segregation, the social, economical or cultural"difference", that generates the capital value, require an increase in frequency and intensity of the concerns of Romanian educational policies space oriented towards authentic management of diverse human potential, the current concerns of resignification, the educative mission in line with new coordinates of the social organization. Questionnaire-based survey method was determined by the specific aims of the investigation focused on exploring the educational factors opinions, interview-based investigation, pedagogical experiment, observation method. The results suggest aslight imbalance between "expectations" to promote social integration of children from disadvantaged backgrounds and "effective implementation" of the dimension in the belonging institution, which supports the requirement of optimizing character. Findings support the decision-makers awareness in educational policy on the orientation towards social integration of young children from disadvantaged backgrounds and the development of the schools educational programs, which must have in their structure efficiency the method of socioemotional development game used very successfully in other programs. Key words: socio-emotional development game, Young children, emotional intelligence, sociocultural state 1. Introduction Poverty is a psychological, social and cultural complex; is an individual, family and social way of life. Such a broad definition of poverty provides a much more effective action on poverty perspective. Most of the effects of chronic state of poverty represent a mix of gaps, strategies to adapt to severe and chronic shortage, and also reactions to this situation. Some ways to adjust to poverty may prove to be factors in maintaining poverty. They are part of the structure of the poverty trap: once fell into poverty, a set of mechanisms in this state are triggered. If we consider poverty in this broader perspective, as its social, cultural and psychological state, we should distinguish between the situation of need, more or less temporary, from the situation of poverty, which is a statement of permanent need, associated with specific social and psychological characteristics. It is clear that this distinction is quite fragile, the enrollment in the community itself will probably be oscillating. 2. Purpose of the Study Emotional intelligence is made up of different attitudes and qualities that intersect and can be grouped into five general themes, or "domains", which were divided into 15 parts or "steps". The five areas are: the intrapersonal, the interpersonal, the adaptability, stress management and the general condition. Each field has

FAQs

What is the main objective of the study?

To identify the role and contribution of game in socio-emotional development of children from disadvantaged backgrounds and their integration at the social level.

How does the article describe poverty’s impact on children?

Poverty is described as a complex psychological, social, and cultural state that creates mechanisms sustaining long-term need and affects a child’s development and community inclusion.

Which research methods were used to evaluate the study aims?

The study used a questionnaire-based survey, interview-based investigation, a pedagogical experiment, and an observation method.

Oct 15, 2026

Uploaded by Putri