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Abstract
This thesis analyzes the psychological and pedagogical mechanisms of game activity in the process of socio-emotional development in preschool children. The purpose of the study is to substantiate the formation of emotional management, empathy, social rules and communication competencies through the game. Observation, pedagogical diagnostics and comparative analysis are used as methodological approaches. The scientific novelty is to highlight the developmental resources of the game in an integrated model with socio-emotional indicators.
References
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