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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