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- Inteligencia emocional: la compreensión emocional y las relaciones entre pares en el jardín de infanciaPublication . Santos, Natalie de Nóbrega dos; Franco, GlóriaThe main models of emotional intelligence (IE) were design primarily for adults, not for children. For this reason, many aspects of the EI rarely studied in preschoolers. Thus, this study aims to ana lyze the emotional understanding (CE), a complex construct, considered a key component of IE in young children and that includes various skills, including the differentiating one’s emotions and understand the emotions of others based in facial expressions and characteristics of situations of emotional context. Our goal is to analyze the relationship between emotional understanding and peer relations. The sample consisted of 210 children between 3 and 6 years of age, which were adminis tered the Test of Emotion Comprehension (TEC, Pons et al., 2004, translated to Portuguese by Roazzi et al. 2008) and a sociometric test. The results confirm that, increasing the age increases the level of CE and emotional understanding may influence peer relationships.
- Inteligencia emocional y actividad lectora en una escuela de 1. º CicloPublication . Santos, Natalie de Nóbrega dos; Franco, GlóriaThe literature has shown that emotional intelligence has a great importance in personal success indicators such as interpersonal relationships, academic success and personal and social adjustment. For this reason, the school’s mission is not only to promote the learning of science but also emotional and social knowledge that will be significant cross life span and are important work since childhood. In this situation, we consider relevant to investigate whether reading activities conducted in extracurricular classroom are related to the development of emotional intelligence in students, since Mayer and Salovey (1997) argue that the literature is probably the first home of the intelligence emotional. The study included 55 girls (55.6 %) and 44 (44.4%) boys between 7 and 10 years old, students from a basic school from Região Autónoma da Madeira (RAM). Two instruments were chosen to assess emotional intelligence: a performance scale and self-assessment scale. To evaluate student performance was used the Portuguese version, translated by Roazzi et al. (2008), of the Test of Emotion Comprehension (TEC) of Pons et al. (2004), which measures the level of emotional understanding. To assess students’ perceptions of their emotional intelligence was used the Portuguese version of the questionnaire of emotional intelligence of Bar -On (Candeias & Rebocho , 2007). As an indicator of student reading activity, the number of books read during the first period of the 2013/2014 school year for extracurricular classroom was recorded. The results indicate sig nificant and positive relationships between the number of books read in the extracurricular activity with emotion al understanding and the perception of emotional intelligence.
- Outdoor training como metodología para potenciar la inteligencia emocional en niños y adolescentesPublication . Santos, Mário Alberto Silva; Franco, Maria da Glória; Santos, Natalie de Nóbrega; Silva, Elisabete PortoCurrently the talent is the key word for any type of organization or institution. Supported by a change of men tality , which coincides with the entry of the century, the investigations begin to question the IQ (intelligence quo tient) as the predominant factor in achieving social and professional success , going to defend the EQ (emotional quotient). Thus, we advocate processing in children and young people to equip them with differentiating compe tencies to develop talents. Outdoor Training, which places individuals in natural settings outside their comfort zone, has proved to be a methodology that enables better and faster learning than the traditional method. In this workshop we intend to demonstrate how socio-emotional skills can be worked in children and young people using this methodology. It will be developed four outdoor activities that allow participants to go through the experience and be able to assess the relevance and impact of this methodology. The workshop will be con duct with a maximum of 30 people, outdoor environment (off living classroom, on the grounds of the university). A team of researchers in the area of outdoor training and emotional intelligence will energized the workshop on the ground. The workshop will be evaluated through interviews and questionnaires of assessment.
- Outdoor training como metodología para potenciar la inteligencia emocional en niños de 1. CicloPublication . Santos, Mário Alberto Silva; Franco, Maria da Glória; Santos, Natalie de Nóbrega; Silva, Elisabete PortoSupported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the intelligence quotient as a predominant factor in achieving social and professional success, going to defend the emotional quotient. Thus, we advocate its improvement in children and young people to equip them with differentiating competencies. Outdoor Training, which places individuals in natural settings outside their comfort zone, is shown as a methodology to better and faster learning than the traditional model. For this reason, it is being developed at this time a research project that aims to assess whether the methodology of outdoor training, used to work socio-emo tional skills in executives, is also valid for working competences in children in basic education. For this, we chose an experimental study, which includes 162 students from two public schools in 1.º cycle of basic education Funchal Council, a group operating as an experimental group ( 83 students ) who participate in outdoor training activities during the academic year 2013/2014, and a control group (79 students). Children will be assessed at two points, at the beginning and end of the school year through the following instruments: the Bar -On Emotional Quotient Inventory test: Youth Version (Candeias & Rebocho, 2007), the Test of Emotional Comprehension (TEC, Ponst , Harris, & de Rosnay, 2004), the questionnaire Socially in Action (Socialmente em Acção, SA, Candeias, 2008), Social Cognitive Test Inteligência (Prueva Cognitiva de Inteligência Social, PCIS, Candeias, 2007); Raven’s progressive matrices (Simões , 2000) and the Piers-Harris Children’s Self-Concept Scale (PHCSCS -2, Veiga , 2006). By now it was made the first evaluation and are being developed outdoor training activities with the exper imental group. In this paper, we present some qualitative results of the developments observed in the students who are participating in these activities.