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
Erakutsi afiliazioak +
Aldizkaria:
Psicología educativa

ISSN: 1135-755X

Argitalpen urtea: 2022

Alea: 28

Zenbakia: 1

Orrialdeak: 71-79

Mota: Artikulua

DOI: 10.5093/PSED2021A27 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Psicología educativa

Garapen Iraunkorreko Helburuak

Laburpena

El presente estudio tiene como finalidad explorar la trayectoria evolutiva de la comprensión de cuatro emociones en niños de tres a cinco años. Sabemos que los niños identifican las expresiones faciales y después entienden la causa de las emociones, pero ¿las emociones se comprenden a la vez, en el mismo momento evolutivo? Para llevar a cabo este estudio se evaluó de forma longitudinal a un grupo de 103 niños y niñas entre los 3 y los 5 años. A través del Test de Comprensión Emocional se midieron los componentes de identificación de la expresión emocional y el conocimiento de la causa de cuatro emociones –tristeza, alegría, enfado y miedo– a lo largo de los tres años. Los resultados confirmaron la estructura jerárquica de estos dos componentes encontrada en trabajos previos, siendo la identificación de la expresión facial el primer componente que se adquiere y la comprensión de la causa de la emoción el segundo. Además, se observó que la comprensión de estas cuatro emociones no ocurre sincrónicamente. Así, por ejemplo, la causa del miedo se comprende razonablemente bien a los tres años, mientras que la causa del enfado parece comprenderse más tardíamente. Además de profundizar en la pauta evolutiva de conocimiento emocional, este tipo de resultados podría ayudar a educadores y clínicos a ajustar los programas educativos dirigidos a mejorar el conocimiento y la competencia socioemocional de los niños de esta etapa educativa.

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