Publication: La verbalización de las emociones en Educación Infantil. Evaluación de un Programa de Conciencia Emocional
Authors
Damas González, María de ; Gomariz Vicente, María Ángeles
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Publisher
Universidad de Navarra
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DOI
https://doi.org/10.15581/004.38.279-302
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info:eu-repo/semantics/article
Description
©2020. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
This document is the Published, version of a Published Work that appeared in final form in Revista Estudios sobre Educación. To access the final edited and published work see https://doi.org/10.15581/004.38.279-302
Abstract
En este artículo se muestran los resultados relativos a la verbalización del alumnado del primer nivel del segundo ciclo de Educación Infantil (2-3 años), antes y después de la implementación de un Programa de intervención focalizado en la Conciencia Emocional, pilar base de la Educación Emocional. Se ha empleado un diseño cuasi-experimental con dos grupos Pretest-Postest, con un Grupo Control (GC) y se ha diseñado un instrumento Pretest-Postest: el Cuestionario de Conciencia Emocional (CCE). Los resultados hallados muestran un aumento significativo de las puntuaciones respecto al nivel de verbalización de la CE del alumnado después de la implementación de un Programa diseñado ad hoc.
In this article, the results regarding pupils of the fi rst level of preschool education (2-3 years) are shown, before and after the implementation of an Intervention Program focusing on Emotional Awareness (EA), a basic pillar of Emotional Education. A quasi-experimental design is employed with two pretest-posttest groups, together with a control group (CG) and an instrument Pretest-Posttest has been designed: an Emotional Awareness Questionnaire (EAQ). The findings show a significant increase in scores regarding EA verbalization after the implementation of the ad hoc designed program.
In this article, the results regarding pupils of the fi rst level of preschool education (2-3 years) are shown, before and after the implementation of an Intervention Program focusing on Emotional Awareness (EA), a basic pillar of Emotional Education. A quasi-experimental design is employed with two pretest-posttest groups, together with a control group (CG) and an instrument Pretest-Posttest has been designed: an Emotional Awareness Questionnaire (EAQ). The findings show a significant increase in scores regarding EA verbalization after the implementation of the ad hoc designed program.
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Citation
Revista Estudios sobre Educación, 38, 2020
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