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Relation of Socio-Emotional to Cognitive Development in Inclusive Environment

„Аз-буки“ by „Аз-буки“
29-09-2025
in Uncategorized
A A

Milen Zamfirov,

Margarita Bakracheva,

Emilia Evgenieva

Sofia University

https://doi.org/10.53656/ped2025-7.05

Abstract. The pilot study presented examined the relation of social and emotional development and cognitive developmental outcomes in children and students with SEN, chronic illness, at-risk, gifted, and typically developing children and students. The study included 141 children and students aged 4 to 10 years. For cognitive development, the Binet-Terman test and seven Piaget‘s experiments were administered, and for social and emotional development, a scale developed for the study with subscales: self-regulation, emotional state, peer acceptance, and initiation of interactions with peers. The results revealed that social and emotional development were more on the positive spectrum of constructed competence, revealing differences in the categories of children and students studied, with typically developing children having the best scores, followed by the gifted, chronically ill and at-risk, and those with SEN. Social and emotional development had a significant relationship with cognitive development. Self-regulation in the highest degree, while scales for interaction with peers had a relationship only with the number of correct answers and self-limitation represented in the refusal of answering. Emotional state was not related to cognitive development scores.

Keywords: inclusive education; social and emotional development; mainstream education

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Последни публикации

  • Strategies for Policy in Science and Education, Number 4/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 3/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 2s/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 2/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 1s/2025, Volume 33
  • Strategies for Policy in Science and Education, Number 1/2025, Volume 33
  • Годишно съдържание сп. „Стратегии на образователната и научна политика“, 2024 г.
  • Strategies for Policy in Science and Education, Number 6/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 6s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 5s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 5/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 4s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 4/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 3s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 3/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 2/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 1s/2024, Volume 32
  • Strategies for Policy in Science and Education, Number 1/2024, Volume 32
  • ГОДИШНО СЪДЪРЖАНИЕ НА СТРАТЕГИИ НА ОБРАЗОВАТЕЛНАТА И НАУЧНАТА ПОЛИТИКА НАУЧНО СПИСАНИЕ, ГОДИНА XXXI
  • Strategies for Policy in Science and Education, Number 6s/2023, Volume 31
  • Strategies for Policy in Science and Education, Number 6/2023, Volume 31
  • Strategies for Policy in Science and Education, Number 5s/2023, Volume 31

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