La comprensión asíncrona de las emociones básicasun estudio longitudinal con niños de 3 a 5 años

  1. Laura Quintanilla 1
  2. Marta Giménez-Dasí 2
  3. Renata Sarmento-Henrique 3
  4. Beatriz Lucas-Molina 4
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  3. 3 Centro Universitario Cardenal Cisneros, Alcalá de Henares, Madrid, España
  4. 4 Universidad de Valencia, España
Show affiliations +
Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2022

Volume: 28

Issue: 1

Pages: 71-79

Type: Article

DOI: 10.5093/PSED2021A27 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Abstract

The aim of this study was to explore the developmental pattern of basic emotion understanding in children aged 3 to 5 years. We know that children identify first facial expressions and understand later the causes of emotions, but are emotions understood at the same time, at the same developmental moment? To carry out this study, a group of 103 boys and girls between the ages of 3 and 5 were evaluated longitudinally. Through the Test of Emotion Comprehension (TEC) identification and causality of four basic emotions – sadness, joy, anger, and fear – were tested over three years. The results, according to previous studies, confirmed the hierarchical structure of these two components, being the identification of the facial expression the first component acquired and the understanding of the cause of the emotion the second component. In addition, it was observed that the understanding of these four emotions does not occur synchronously. For example, the cause of fear is reasonably well understood at the age of three, while the cause of anger seems to be understood later. In addition to deepening the developmental pattern of emotion knowledge, such results could help educators and clinicians to adjust educational programs aimed at improving knowledge and socio-emotional competence in children of this educational stage.

Bibliographic References

  • Abe, J. A. A. e Izard, C. E. (1999). The developmental functions of emotions: An analysis in terms of differential emotions theory. Cognition and Emotion, 13(5), 523-549. https://doi.org/10.1080/026999399379177
  • Barrett, K. C. (1998). A functionalist perspective to the development of emotions. En M. S. Mascolo y S. Griffin (Eds.), What develops in emotional development? (pp. 109-133). Springer US.
  • Barrett, L. F., Adolphs, R., Marsella, S., Martinez, A. M. y Pollak, S. D. (2019). Emotional expressions reconsidered: Challenges to inferring emotion from human facial movements. Psychological Science in the Public Interest, 20(1), 1-68. https://doi.org/10.1177/1529100619832930
  • Barrett, L. F. y Russell, J. A. (2014). The psychological construction of emotion. Guilford Publications.
  • Bassett, H. H., Denham, S., Mincic, M. y Graling, K. (2012). The structure of preschoolers’ emotion knowledge: Model equivalence and validity using a structural equation modeling approach. Early Education and Development, 23(3), 259-279. https://doi.org/10.1080/10409289.2012 .630825
  • Bretherton, I., Fritz, J., Zahn-Waxler, C. y Ridgeway, D. (1986). Learning to talk about emotions: A functionalist perspective. Child Development, 57(3), 529-548. https://doi.org/10.2307/1130334
  • Campos, J. J., Mumme, D. L., Kermoian, R. y Campos, R. G. (1994). A functionalist perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59(2-3), 284-303. https:// doi.org/10.1111/j.1540-5834.1994.tb01289.x
  • Camras, L. A. (1992). Expressive development and basic emotions. Cognition and Emotion, 6(3-4), 269-283. https://doi.org/10.1080/02699939208411072
  • Camras, L. A. (2011). Differentiation, dynamical integration and functional emotional development. Emotion Review, 3(2), 138-146. https://doi. org/10.1177/1754073910387944
  • Cavioni, V., Grazzani, I., Ornaghi, V., Pepe, A. y Pons, F. (2020). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehension (TEC): A large cross-sectional study with children aged 3-10 years. Journal of Cognition and Development, 21(3), 406- 424. https://doi.org/10.1080/15248372.2020.1741365
  • Chernyshenko, O., KankaraÅ¡, M. y Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173. OECD Publishing. https://doi.org/10.1787/db1d8e59-en
  • Cicchetti, D. y Ng, R. (2013). Emotional development in maltreated children. En K. H. Lagattuta (Ed.), Contributions to human development (vol. 26, pp. 29-41). S. KARGER AG. https://doi.org/10.1159/000354349
  • Cole, P. M. y Moore, G. A. (2015). About face! Infant facial expression of emotion. Emotion Review, 7(2), 116-120. https://doi. org/10.1177/1754073914554786
  • Denham, S. A. (1986). Social cognition, social behavior, and emotion in preschoolers: Contextual validation. Child Development, 57(1), 194- 201. https://doi.org/10.2307/1130651
  • Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition Brain and Behavior,11(1), 1-48.
  • Ekman, P. y Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3(4), 364-370. https://doi.org/10.1177/1754073911410740
  • Elfenbein, H. A. y Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: A meta-analysis. Psychological Bulletin, 128(2), 203-235. https://psycnet.apa.org/doi/10.1037/0033- 2909.128.2.203
  • Fernández-Sánchez, M., Giménez-Dasí, M. y Quintanilla, L. (2014). Toddlers’ understanding of basic emotions: Identification, labeling and causality [La comprensión temprana de las emociones básicas: identificación, etiquetado y causalidad]. Infancia y Aprendizaje, 37(3), 569-601. https://doi.org/10.1080/02103702.2014.965463
  • Garson, G. D. (2013). Longitudinal analysis. Statistical Associates Publishers.
  • Giménez-Dasí, M., Quintanilla, L. y Lucas-Molina, B. (2018). Scripts or components? A comparative study of basic emotion knowledge in Roma and non-Roma children. Early Education and Development, 29(2), 178-191. https://doi.org/10.1080/10409289.2017.1380393
  • Harris, P. L., de Rosnay, M. y Pons, F. (2016). Understanding emotion. En L. Feldman Barrett, M. Lewis y J. Haviland-Jones (Eds.), Handbook of emotions (3rd ed., pp. 293-306). The Guilford Press.
  • Hoehl, S. (2013). Emotion Processing in Infancy. En K. H. Lagattuta (Ed.), Contributions to human development (vol. 26, pp. 1-12). S. KARGER AG. https://doi.org/10.1159/000354346
  • Hoemann, K., Xu, F. y Barrett, L. F. (2019). Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology, 55(9), 1830-1849. https://doi.org/10.1037/ dev0000686
  • Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 2(3), 260-280. https://doi. org/10.1111/j.1745-6916.2007.00044.x
  • Izard, C. E. (2009). Emotion theory and research: Highlights, unanswered questions, and emerging issues. Annual Review of Psychology, 60(1), 1-25. https://doi.org/10.1146/annurev.psych.60.110707.163539
  • Izard, C. E. (2011). Forms and functions of emotions: Matters of emotioncognition interactions. Emotion Review, 3(4), 371-378. https://doi. org/10.1177/1754073911410737
  • Johnson, M. H., Jones, E. y Gliga, T. (2015). Brain adaptation and alternative developmental trajectories. Development & Psychopathology, 27(2), 425-422. https://doi.org/10.1017/S0954579415000073
  • Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B. y Stickle, L. (2017). Navigating social and emotional learning from the inside out. Looking inside and across 25 leading SEL programs: A practical resource for schools and OST providers (elementary school focus). Wallace Foundation.
  • Molina, P., Bulgarelli, D., Henning, A. y Aschersleben, G. (2014). Emotion understanding: A cross-cultural comparison between Italian and German preschoolers. European Journal of Developmental Psychology, 11(5), 592-607. https://doi.org/10.1080/17405629.2014.890585
  • Morgan, J. K., Izard, C. E. y King, K. A. (2010). Construct validity of the emotion matching task: Preliminary evidence for convergent and criterion validity of a new emotion knowledge measure for young children. Social Development, 19(1), 52-70. https://doi.org/10.1111/ j.1467-9507.2008.00529.x
  • OCDE. (2015). Skills for social progress: The power of social and emotional skills. OECD Skills Studies/OECD Publishing. https://doi. org/10.1787/9789264226159-en
  • Pons, F. y Harris, P. (2000). Test of emotion comprehension: TEC. University of Oxford.
  • Pons, F., Harris, P. L. y de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152. https://doi.org/10.1080/17405620344000022
  • Pons, F., Lawson, J., Harris, P. L. y de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347-353. https:// doi.org/10.1111/1467-9450.00354
  • Russell, J. A. (1990). The preschooler’s understanding of the causes and consequences of emotion. Child Development, 61(6), 1872-1881. https://doi.org/10.1111/j.1467-8624.1990.tb03571.x
  • Saarni, C. (1999). The development of emotional competence. Guilford Press.
  • Saarni, C. y Harris, P. L. (Eds.). (1989). Cambridge studies in social and emotional development. Children’s understanding of emotion. Cambridge University Press.
  • Sánchez Puerta, M. L., Valerio, A. y Gutiérez Bernal, M. (2016). Taking stock of programs to develop socioemotional skills: A systematic review of program evidence. World Bank.
  • Sarmento-Henrique, R., Recio, P., Lucas-Molina, B., Quintanilla, L, y Giménez-Dasí, M. (2019). The role of language in the relationship between emotion comprehension and theory of mind in preschool children. International Journal of Emotional Education, 11(1). 169-176.
  • Shonkoff, J. P. (2017). Rethinking the definition of evidence-based interventions to promote early childhood development. Pediatrics, 140, e20173136. https://doi.org/10.1542/peds.2017-3136
  • Stein, N. L. y Levine, L. J. (1989). The causal organisation of emotional knowledge: A developmental study. Cognition and Emotion, 3(4), 343- 378. https://doi.org/10.1080/02699938908412712
  • Sullivan, M. W., Bennett, D. S., Carpenter, K. y Lewis, M. (2008). Emotion knowledge in young neglected children. Child Maltreatment, 13(3), 301-306. https://doi.org/10.1177/1077559507313725
  • Székely, E., Tiemeier, H., Arends, L. R., Jaddoe, V. W. V., Hofman, A., Verhulst, F. C. y Herba, C. M. (2011). Recognition of facial expressions of emotions by 3-year-olds. Emotion, 11(2), 425-435. https://doi.org/10.1037/ a0022587
  • Tracy, J. y Randles, D. (2011). Four models of basic emotions: A review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion Review, 3(4), 397-405. https://doi.org/10.1177/1754073911410747
  • Wrabel, S. L., Hamilton, L. S., Whitaker, A. y Grant, S. (2018). Investing in evidence-based social and emotional learning: Companion guide to social and emotional learning interventions under the Every Student Succeeds Act: Evidence review. RAND Corporation.
  • Widen, S. C. (2013) Children’s interpretation of facial expressions: The long path from valence-based to specific discrete categories. Emotion Review. 5(1), 72-77. https://doi.org/10.1177/1754073912451492
  • Widen, S. C. (2018). The development of children’s concepts of emotion. En L. F. Barret, M. Lewis y J. M. Haviland (Eds.), Handbook of emotions (pp. 307-318). Guilford Press.
  • Widen, S. C., Pochedly, J. T. y Russell, J. A. (2015). The development of emotion concepts: A story superiority effect in older children and adolescents. Journal of Experimental Child Psychology, 131, 186-192. https://doi.org/10.1016/j.jecp.2014.10.009 b
  • Widen, S.C. y Russell, J.A. (2008) Children acquire emotion categories gradually. Cognitive Development 23, 291–312. https://doi. org/10.1016/j.cogdev.2008.01.002
  • Zahn-Waxler, C. (2010). Socialization of emotion: Who influences whom and how? New Directions for Child and Adolescent Development, 2010(128), 101-109. https://doi.org/10.1002/cd.271
Data source: Dialnet