The development of socio-emotional skills in early childhood educators to deal with emergency situations

Abstract

The purpose of this article is to share the author's experiences in researching the development of socio-emotional skills in early childhood educators to address emergency situations. It also presents some results obtained from the methods used to assess the knowledge and socio-emotional skills of educators in preventing, addressing, and mitigating the effects of emergencies. The article aims to contribute to the development of these skills, which in turn allows educators to ensure the protection of children, safeguarding their rights, and promoting their holistic development while meeting their basic needs and prioritizing the best interests of the child.