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Positive Psychology Competences of Pre-School Teachers as a Tool for Understanding and Nurturing Children's Play
Abstract
The Positive Psychology frame and definition present a natural environment for understanding and researching children's play in the context of nurturing overall positive characteristics in children's development. Therefore, this article presents a structured review of the common ground between the basic principles of positive psychology and children's play in the context of early and preschool institutions. Also, it demonstrates the implementation of positive psychology principles in children's play and the methods by which positive psychology could be promoted through children's play in kindergartens. Within that frame, the importance is given to the needed preschool teachers' competences in this area. In this context, various activities are presented that reflect a common ground of positive psychology and children's play. Finally, some significant guidelines for future research and practice enhancement are presented.
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