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A criança e as emoções na escola dos corações: um estudo sobre a eficácia de um programa de desenvolvimento do conhecimento emocional
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Abstract(s)
As transições na vida da criança são verdadeiramente importantes, pelo que devemos assegurar que sejam bem sucedidas. É fundamental para o seu bem-estar físico, social, emocional e cognitivo, uma educação de qualidade, desde os primeiros anos de vida, determinante para o seu sucesso educativo. A qualidade da vinculação antecipa os mecanismos da transição, permitindo o desenvolvimento da capacidade de regular emoções, possibilitando assim, que se adapte melhor às separações e às mudanças. As crianças desenvolvem gradualmente a competência de identificar emoções, de reconhecer o significado das expressões faciais, e de compreender o modo como as caraterísticas das situações podem afetar as emoções dos outros. A presente investigação insere-se no domínio do desenvolvimento emocional da criança e tem como principal objetivo destacar a importância do conhecimento emocional como fator relevante na transição entre o Pré – Escolar e o 1º CEB, através da avaliação da eficácia de um programa de desenvolvimento do conhecimento emocional, a partir de um design experimental de pré e pós-teste. Participaram neste estudo 25 crianças que frequentam uma sala de pré – escolar, com idades compreendidas entre os cinco e os seis anos. Para além de um questionário de caraterização do contexto familiar, foram ainda utilizados os seguintes instrumentos: Escala de Avaliação do Conhecimento Emocional (EACE) traduzida e adaptada por Alves (2006) a partir da Assessment of Children’s Emotion Skills (ACES) de Schultz, Izard & Bear (2002), que permite obter uma nota total da Perceção Emocional Correta (PEC) e o Programa de Desenvolvimento do Conhecimento Emocional (PDCE) de Pereira & Soares (2011). Os resultados evidenciam uma evolução significativa entre o PEC inicial e o PEC pós-teste, em que os progressos mais significativos ocorrem nas dimensões comportamentos e situações emocionais e menos significativo na dimensão expressões faciais, pois nesta última dimensão os resultados são mais homogéneos entre os dois momentos. Também demonstram que o programa contribuiu para a melhoria do conhecimento emocional em ambos os géneros.
The transitions in children's lives are really important and therefore we must ensure that they are very successful. It is fundamental to their physical, social, emotional and cognitive wellbeing a quality basis education, from the earliest years of life, crucial for their educational success. The quality of the attachment anticipates the mechanisms of the transition, enabling the development of the capacity to regulate emotions, allowing them to adapt better to the disengagements and changes. Children gradually develop the ability to identify emotions, to recognize the meaning of facial expressions, and understand how the characteristics of situations can affect the emotions of others. This research fits within the domain of the child's emotional development and has as main goal to highlight the importance of emotional knowledge as a relevant factor in the transition between the pre-school and 1st grade of basic education, through the evaluation of a program that assess emotional knowledge, from an experimental design of pre-test and post-test. In this study there were 25 children participants, which attended a pre-school class, aged from five to six years old. In addition to a questionnaire of the characterization of the family context, there were also used the following instruments: Assessment of Children's Emotion Skills (ACES of Schultz, Izard & Bear, 2002 version translated and adapted by Alves, 2006 for the portuguese context), which gives a total score of the Correct Emotional Perception (CEP) and also used the Program for the Development of Emotional Knowledge (PDEK of Pereira & Soares, 2011). The results show a significant evolution between the pre - test CEP and post - test CEP, in which the most significant advances occur in the dimensions behaviors and emotional situations, and less significant in the dimension facial expressions. They also demonstrate that the program contributed to the improvement of emotional knowledge in both genders.
The transitions in children's lives are really important and therefore we must ensure that they are very successful. It is fundamental to their physical, social, emotional and cognitive wellbeing a quality basis education, from the earliest years of life, crucial for their educational success. The quality of the attachment anticipates the mechanisms of the transition, enabling the development of the capacity to regulate emotions, allowing them to adapt better to the disengagements and changes. Children gradually develop the ability to identify emotions, to recognize the meaning of facial expressions, and understand how the characteristics of situations can affect the emotions of others. This research fits within the domain of the child's emotional development and has as main goal to highlight the importance of emotional knowledge as a relevant factor in the transition between the pre-school and 1st grade of basic education, through the evaluation of a program that assess emotional knowledge, from an experimental design of pre-test and post-test. In this study there were 25 children participants, which attended a pre-school class, aged from five to six years old. In addition to a questionnaire of the characterization of the family context, there were also used the following instruments: Assessment of Children's Emotion Skills (ACES of Schultz, Izard & Bear, 2002 version translated and adapted by Alves, 2006 for the portuguese context), which gives a total score of the Correct Emotional Perception (CEP) and also used the Program for the Development of Emotional Knowledge (PDEK of Pereira & Soares, 2011). The results show a significant evolution between the pre - test CEP and post - test CEP, in which the most significant advances occur in the dimensions behaviors and emotional situations, and less significant in the dimension facial expressions. They also demonstrate that the program contributed to the improvement of emotional knowledge in both genders.
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Keywords
Emoção Conhecimento emocional Pré-escola Transição Vinculação Emotion Emotional knowledge Pre-school Transition Attachment Psicologia da Educação . Faculdade de Artes e Humanidades