"Pensando las emociones" con niños de dos añosun programa educativo para mejorar el conocimiento emocional en primer ciclo de Educación Infantil

  1. Fernández Sánchez, Marta
  2. Quintanilla Cobián, Laura
  3. Giménez Dasí, Marta
Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Año de publicación: 2015

Volumen: 27

Número: 4

Páginas: 819-838

Tipo: Artículo

DOI: 10.1080/11356405.2015.1089385 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Culture and Education, Cultura y Educación

Resumen

Este artículo tiene como objetivo presentar resultados preliminares sobre la eficacia del programa educativo Pensando las emociones con niños de dos años. La muestra fue de 57 niños, dividida en dos grupos: experimental (N = 38) y control (N = 19); todos los niños fueron evaluados antes y después del programa en desarrollo general (Brunet-Lezine) y comprensión emocional a través de dos pruebas (AKT y TEC). El programa, aplicado por las profesoras dentro del horario escolar, tuvo una duración de seis meses en sesiones semanales de 45 minutos. Los resultados revelaron una mejora en la comprensión emocional del grupo experimental frente al grupo control. Se discuten las implicaciones de los inicios tempranos de la educación emocional y las consecuencias positivas para el bienestar social y psicológico

Referencias bibliográficas

  • Blair, C., School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry (2002) American Psychologist, 57, pp. 111-127
  • Bretherton, I., Beeghly, M., Talking about internal states: The acquisition of an explicit theory of mind (1982) Developmental Psychology, 18, pp. 906-921
  • Celdrán, J., Ferrandiz, C., Reconocimiento de emociones en niños de Educación Primaria: Eficacia de un programa educativo para identificar emociones (2012) Electronic Journal of Research on Educational Psychology, 10, pp. 1321-1342
  • Cervantes, C.A., Callanan, M.A., Labels and explanations in mother-child emotion talk: Age and gender differentiation (1998) Developmental Psychology, 34, pp. 88-98
  • Cutting, A., Dunn, J., Theory of mind, emotion understanding, language and family background: Individual differences and inter-relations (1999) Child Development, 70, pp. 853-865
  • Davidson, R.J., Well-being and affective style: Neural substrates and biobehavioural correlates (2004) Philosophical Transactions of the Royal Society B: Biological Sciences, 359, pp. 1395-1411
  • De Rosnay, M., Hughes, C., Conversation and theory of mind: Do children talk their way to socio-cognitive understanding? (2006) British Journal of Developmental Psychology, 24, pp. 7-37
  • Denham, S.A., Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation (1986) Child Development, 57, pp. 194-201
  • Denham S. ., A., (1998) Emotional Development in Young Children, , New York, NY: Guilford Press
  • Denham, S.A., Bassett, H.H., Brown, C., Way, E., Steed, J., I Know How You Feel": Preschoolers' emotion knowledge contributes to early school success (2013) Journal of Early Childhood Research
  • Denham, S.A., Bassett, H.H., Sirotkin, Y.S., Zinsser, K., Head start preschoolers' emotional positivity and emotion regulation predict their social-emotion behavior, classroom adjustment, and early school success (2013) NHSA Dialog: The Research-to-Practice Journal for the Early Childhood Field, 16 (2), pp. 18-33
  • Denham, S.A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K.S., Auerbach-Major, S.T., Queenan, P., Preschool emotional competence: Pathway to social competence? (2003) Child Development, 74, pp. 238-256
  • Denham, S.A., Burton, R., (2003) Social and Emotional Prevention and Intervention Programming for Preschoolers, , Nueva York, NY: Kluwer Academic-Plenum Press
  • Denham, S.A., Couchoud, E.A., Young preschoolers' understanding of emotions (1990) Child Study Journal, 20, pp. 171-192
  • Dunn, J., Brown, J., Beardsall, L., Family talk about feeling states and children's later understanding of others' emotions (1991) Developmental Psychology, 27, pp. 448-455
  • Dunn, J., Herrera, C., Conflict resolution with friends, siblings and mothers: A developmental perspective (1997) Aggressive Behavior, 23, pp. 343-357
  • Farina, E., Albanese, O., Pons, F., Making inferences and individual differences in emotion understanding (2008) Psychology of Language and Communication, 11 (2), pp. 3-19
  • Fernández, M., Giménez-Dasí, M., Quintanilla, L., Toddlers'understanding of basic emotions: Identification, labeling and causality (2014) Infancia y Aprendizaje, 37, pp. 569-601
  • Fidalgo, A., Pons, F., Quintanilla, L., (2013) Análisis Exploratorio Del DIF y Propiedades Psicométricas Del Test de Comprensión de Las Emociones. VI Congreso Internacional de Psicología Clínica, , Santiago de Compostela
  • Garner, P.W., Waajid, B., The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence (2008) Journal of Applied Developmental Psychology, 29, pp. 89-100
  • Giménez-Dasí, M., Fernández, M., Daniel, M.F., (2013) Pensando Las Emociones. Un Programa de Intervención Para Educación Infantil, , Madrid: Pirámide
  • Giménez-Dasí, M., Quintanilla, L., Daniel, M.F., Improving emotion comprehension and social skills in early childhood education: An intervention through Thinking Emotions (2013) Childhood & Philosophy, 9 (17), pp. 63-89
  • Harris, P.L., Understanding emotion (2000) Handbook of Emotions, pp. 281-292. , M. Lewis & J. Haviland-Jones (Eds.), 2nd ed., New York, NY: Guildford Press
  • Ibarrola, B., (2001) Sentir y Pensar, Programa de Inteligencia Emocional Para Niños de 3 A 5 Años, , Madrid: SM
  • Josse, D., (1997) Escala de Desarrollo Psicomotor de la Primera Infancia Brunet Lezine Revisada. Edición Española, , BL-R. Madrid: Psymtec
  • Lagattuta, K.H., Wellman, H.M., Differences in early parent-child conversations about negative versus positive emotions: Implications for the development of psychological understanding (2002) Developmental Psychology, 38, pp. 564-580
  • Lecce, S., Caputi, M., Pagnin, A., I know what you mean": A study of individual differences in children's internal state talk in relation to school competence (2009) Journal of Applied Psycholinguistics, 9 (3), pp. 83-98
  • López Cassá, E., (2007) Educación Emocional: Programa Para 3-6 Años, , Barcelona: Praxis
  • McDowell, D., O'Neill, R., Parke, R., Display rule application in a disappointing situation and children's emotional reactivity: Relations with social competences (2000) Merrill-Palmer Quarterly, 46, pp. 306-324
  • Michalson, L., Lewis, M., What do children know about emotions and when do they know it? (1985) The Socialization of Emotions, pp. 117-140. , M. Lewis & C. Saarni (Eds.), New York, NY: Plenum Press
  • Monjas Casares, M.I., (2000) PEHIS: Programa de Enseñanza de Habilidades de Interacción Social, , Madrid: CEPE
  • Morgan, J.K., Izard, C.E., King, K.A., Construct validity of the emotion matching task: Preliminary evidence for convergent and criterion validity of a new emotion knowledge measure for young children (2009) Social Development, 19, pp. 52-70
  • Nelson, K., (2007) Young Minds in Social Worlds, , London: Harvard University Press
  • Payton, J.W., Wardlaw, D.M., Graczyk, P.A., Bloodworth, M.R., Tompsett, C.J., Weissberg, R.P., Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth (2000) Journal of School Health, 70, pp. 179-185
  • Pons, F., Harris, P.L., (2002) Test of Emotion Comprehension: TEC, , Oxford: Oxford University
  • Pons, F., Harris, P.L., De Rosnay, M., Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization (2004) European Journal of Developmental Psychology, 1, pp. 127-152
  • Pons, F., Lawson, J., Harris, P.L., De Rosnay, M., Individual differences in children's emotion understanding: Effects of age and language (2003) Scandinavian Journal of Psychology, 44, pp. 347-353
  • Powell, D., Dunlap, G., (2009) Evidence-based Social-emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families [Roadmap to Effective Intervention Practices], , Tampa, FL: University of South Florida
  • Racine, T.P., Carpendale, J.I.M., Turnbull, W., Parent-child talk and children's understanding of beliefs and emotions (2007) Cognition & Emotion, 21, pp. 480-494
  • Raikes, H.A., Thompson, R.A., Conversations about emotion in high-risk dyads (2008) Attachment & Human Development, 10, pp. 359-377
  • Ribes, R., Bisquerra, R., Agulló, M.J., Filella, G., Soldevila, A., Una propuesta de currículum emocional en educación infantil (3-6 años) (2005) Cultura y Educación, 17, pp. 5-17
  • Schleifer, M., Daniel, M.-F., Peyronnet, E., Lecomte, S., The impact of philosophical discussions on moral autonomy, judgment, empathy and the recognition of emotion in five year olds (2003) Thinking, 16 (4), pp. 4-12
  • Southam-Gerow, M.A., Kendall, P.C., Emotion regulation and understanding: Implications for child psychopathology and therapy (2002) Clinical Psychology Review, 22, pp. 189-222
  • Trentacosta, C.J., Fine, S.E., Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review (2010) Social Development, 19, pp. 1-29
  • Vallés, A., (2000) S.I.C.L.E. Siendo Inteligentes Con Las Emociones, , Valencia: Promolibro
  • Van Bergen, P., Salmon, K., The association between parent-child reminiscing and children's emotion knowledge (2010) New Zealand Journal of Psychology, 39, pp. 51-56
  • Warren, H., Denham, S.A., Basset, H., The emotional foundations of social understanding (2008) Zero to Three, 28 (5), pp. 32-39
  • Warren, H.K., Stifter, C.A., Maternal emotion-related socialization and preschoolers' developing emotion self-awareness (2008) Social Development, 17, pp. 239-258
  • Webster-Stratton, C., Taylor, T., Nipping early risk factors in the bud: Preventing substance abuse, delinquency, and violence in adolescence through interventions targeted at young children (0-8 Years) (2001) Prevention Science, 2, pp. 165-192
  • Wellman, H.M., Banerjee, M., Mind and emotion: Children's understanding of the emotional consequences of beliefs and desires (1991) British Journal of Developmental Psychology, 9, pp. 191-214
  • Wellman, H.M., Liu, D., Scaling of theory-of-mind tasks (2004) Child Development, 75, pp. 523-541
  • Widen, S.C., Children's interpretation of facial expressions: The long path from valence-based to specific discrete categories (2012) Emotion Review, 5, pp. 1-6
  • Widen, S.C., Russell, J.A., A closer look at pre-schooler's freely produced labels for facial expressions (2003) Developmental Psychology, 39, pp. 114-128
  • Widen, S.C., Russell, J.A., Children acquire emotion categories gradually (2008) Cognitive Development, 23, pp. 291-312
  • Widen, S.C., Russell, J.A., Differentiation in preschooler's categories of emotion (2010) Emotion, 10, pp. 651-661
  • Widen, S.C., Russell, J.A., Children's recognition of disgust in others (2013) Psychological Bulletin, 139, pp. 271-299