La Competencia Emocional en Atención Temprana: Perspectivas de los padres y de los profesionales
DOI:
https://doi.org/10.15448/1981-2582.2020.1.35475Palavras-chave:
Atención Temprana, Prácticas Centradas en la Familia, competencias emocionales, educación emocional.Resumo
Se considera que educar en emociones es una tarea fundamental, que deben asumir los padres y profesionales, ya que el desarrollo de su competencia, permite mejorar otros aspectos de su vida. En los últimos años, la investigación en el campo de las emociones ha aumentado, sin embargo, en el área de intervención temprana y educación especial hay pocos estudios específicos. Esta investigación, realizada a través de grupos focales, busca identificar la importancia que tanto los padres como los profesionales le dan a las competencias emocionales y sus implicaciones para el desarrollo del niño. Los resultados sugieren que los profesionales y padres creen manejar los aspectos emocionales, sin embargo, su manejo es sólo en algunas categorías y de forma empírica, basándose en su experiencia personal. Queda clara la necesidad de formación en el tema y la realización de un seguimiento del estado emocional de niños, padres y profesionales.
***A Competência Emocional em Intervenção Precoce: Perspectivas dos pais e dos profissionais***
Considera-se que educar as emoções é uma tarefa fundamental que deve ser assumida por pais e profissionais, pois o desenvolvimento de sua competência permite aprimorar outros aspectos de sua vida. Nos últimos anos, as investigações neste campo aumentaram, contudo, existem poucos estudos específicos na área de intervenção precoce e educação especial. Esta pesquisa, realizada por meio de grupos focais, procura identificar a importância que os pais e profissionais atribuem às competências emocionais e suas implicações no desenvolvimento da criança. Os resultados sugerem que os profissionais e os pais acreditam que gerem os aspectos emocionais; no entanto, a sua gestão é apenas em algumas categorias e de forma empírica, com base na sua experiência pessoal. Ficou clara a necessidade de formação neste assunto e a monitorização do estado emocional de crianças, pais e profissionais em futuros estudos.
Palavras chave: Atenção precoce, práticas centradas na família, habilidades emocionais, educação emocional.
Downloads
Referências
Barbosa-Leiker, C, Strand, O. S., Mamey, M. R., & Dows, A. (2014). Psychometric properties of the Emotion Understanding Assessment with Spanish- and English-speaking preschoolers attending Head Start. Assessment, 21,(5), 628-636. https://doi.org/10.1177/1073191114524017
Bisquerra Alzina, R., & Pérez Escoda, N. (2007). Las competencias emocionales. Educación XX1, 10, 61- 82. https://doi.org/10.5944/educxx1.1.10.297
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative Studies in Special Education. Exceptional Children, 71(2), 195-207. https://doi.org/10.1177/001440290507100205
Brotherson, M. J., Summers, J. A., Naig, L. A., Kyzar, K., Friend, A., Epley, P., . . . Turnbull, A. P. (2010). Partnership patterns: Addressing emotional
needs in early intervention. Topics in Early Childhood Special Education, 30(1), 32-45. https://doi.org/10.1177/0271121409360068
Brown, W. H., & Conroy, M. A. (2011). Social-emotional competence in young children with developmental delays: Our reflection and vision for the future. Journal of Early Intervention, 33(4), 310-320. https://doi.org/10.1177/1053815111429969
CASEL (Collaborative for Academic, Social, and Emotional Learning). (2017). SEL Competences [en línea].: Chicago: (UIC) University of Illinois at Chicago. Recuperado de Ago 26, 2019 http://www.casel.org/about_sel/SELskills.php https://doi.org/10.1007/springerreference_69828
Castro V.L., Cheng, Y., Halberstadt, A.G., & Grühn, D.. (2016). EUReKA! A conceptual model of emotion understanding. Emotion Review, 8(3), 258-268. https://doi.org/10.1177/1754073915580601
Castro, V. L., Halberstadt, A. G., & Garrett-Peters, P. (2016). A three-factor structure of emotion understanding in third-grade children. Social Development, 25(3), 602-622. https://doi.org/10.1111/sode.12162
Coleman, H. D., & Unrau, Y. A. (2008). In R. M. Grinell; R. A. Unrau (Eds).Social work research and evaluation: Quantitative and qualitative approaches. (8 th ed., pp. 213-30). New York: Oxford University Press.
Denham, S. A., Bassett, H. H., Mincic, M., Kalb, S., Way. E, Wyatt, T., & Segal, Y. (2012). Social–emotional learning profiles of preschoolers’ early school success: A person-centered approach. Learning and individual differences, 22(2), 178-189. https://doi.org/10.1016/j.lindif.2011.05.001
Díaz-Martínez, P. E (2019). El mundo de las emociones en Atención temprana. In C. T. M. Escorcia & L. G. Rodríguez. Prácticas de Atención Temprana centradas en la familia y en los entornos naturales. (pp. 163-196). Madrid: UNED, Universidad Nacional de Educación a Distancia. https://doi.org/10.1016/j.rh.2013.01.002
Dyck, M. J., & Farrugia, C, Shochet, I. M., & Holmes- -Brown, M. (2004). Emotion recognition/understanding ability in hearing or vision-impaired children: do sounds, sights, or words make the difference? Journal of Child Psychology and Psychiatry, 45(4), 789- 800. https://doi.org/10.1111/j.1469-7610.2004.00272.x
Ekman, P. Basic emotions. (1999). In T. Dalgleish & M. Power, M. (Eds.), Handbook of Cognition and Emotion (pp. 45-60). Washington (D.C.: John Wiley & Sons. https://doi.org/10.1002/0470013494.ch3
Escobar, J., & Bonilla-Jimenez, F. I. (2009). Grupos focales: una guía conceptual y metodológica. Cuadernos Hispanoamericanos de Psicología, 9(1), 51-67.
Escorcia-Mora, C. T., & García-Sánchez, F. A., Sánchez- López, M. C., Orcajada, N., & Hernández-Pérez, E. (2018). Prácticas de Atención Temprana en el Sureste de España: perspectiva de Profesionales y Familias. Anales de Psicología/Annals of Psychology, 34(3), 500-509. https://doi.org/10.6018/analesps.34.3.311221
Goleman, D. (1999). La Inteligencia emocional en la empresa. Barcelona: Vergara.
Goleman, D., Boyatzis, R., & McKee, A. (2002). El líder resonante crea más. Barcelona: Plaza y Janés.
Graczyk, P., Matjasko, J., Weissberg, R., Greenberg, M., Elias, M., & Zins, J. (2000). The role of the Collaborative to Advance Social and Emotional Learning (CASEL) in supporting the implementation of quality
school-based prevention programs. Journal of Educational and Psychological Consultation, 11(1), 3-6. https://doi.org/10.1207/s1532768xjepc1101_02
Gokiert, R. J., Noble, L., & Littlejohns, L. B. (2013). Directions for professional development: Increasing knowledge of early childhood measurement. NHSA Dialog, 16(3), 1-20.
Harris, P. L. (2008). Children’s understanding of emotion. In M. Lewis, J. M. Haviland- Jones & L. F. Barret. (Eds.), Handbook of Emotions (3th ed., pp. 320-331). New York: Guilford Press.
Harris, P. L., De Rosnay, M., & Pons, F. (2005). Language and children’s understanding of mental states. Current directions in psychological science, 14 (2), 69- 73. https://doi.org/10.1111/j.0963-7214.2005.00337.x
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2014). Metodología de la investigación (6.ª ed). México: McGraw Hill.
Hintermair, M., Sarimski, K., & Lang, M. (2017). Preliminary Evidence Assessing Social–Emotional Competences in Deaf and Hard of Hearing Infants and Toddlers Using a New Parent Questionnaire. The Journal of Deaf Studies and Deaf Education, 22(2), 143-154. https://doi.org/10.1093/deafed/enw070
Hsueh, J. (2014). Impacts of Social-Emotional Curricula on Three-Year-Olds: Exploratory Findings from the Head Start CARES Demonstration. OPRE. Report, 2014-78. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Kårstad, S. B., Wichstrøm, L., Reinfjell, T., Belsky, J., & Berg-Nielsen T. S. (2015). What enhances the development of emotion understanding in young children? A longitudinal study of interpersonal predictors. British Journal of Developmental Psychology, 33(3), 340-354. https://doi.org/10.1111/bjdp.12095
Ketelaar, L., Wiefferink, C. H., Frijns, J. H., Broekhof, E., & Rieffe C. (2015). Preliminary findings on associations between moral emotions and social behavior in young children with normal hearing and with cochlear implants. European child & adolescent psychiatry, 24(11), 1369-1380. https://doi.org/10.1007/s00787-015-0688-2
Ketelaar, L., Rieffe, C., Wiefferink, C.H., & Frijns, J. H. (2013). Social competence and empathy in young children with cochlear implants and with normal hearing. The laryngoscope, 123(2), 518-523. https://doi.org/10.1002/lary.23544
Kiliça, S. (2015). Emotional Competence and Emotion Socialization in Preschoolers: The Viewpoint of Preschool Teachers. Educational Sciences: Theory & Practice, 4, 1007-1020. https://doi.org/10.12738/estp.2015.4.2529
Krueger R. A., & Casey, M. A. (2009). Focus groups. A practical guide for applied research. (4 th ed.). Thousand Oaks: Sage Publications.
Laugen, N. J., Jacobsen, K. H., Rieffe, C., & Wichstrøm, L. (2016). Emotion understanding in preschool children with mild-to-severe hearing loss. The Journal of Deaf Studies and Deaf Education, 22(2), 155-163. https://doi.org/10.1093/deafed/enw069
Marco Arenas, M., Sánchez López, M. C., & García Sánchez, F. A. (2018). Inteligencia emocional y prácticas relacionales con la familia en atención temprana. Siglo Cero, 49(2), 7-25. https://doi.org/10.14201/scero2018492725
Martí, M., Bonillo, A, Jané, M. C., Fisher, E, M., & Duch, H. (2016). Cumulative risk, the mother–child relationship, and social-emotional competence in Latino Head Start children. Early Education and Development, 27(5), 590-622. https://doi.org/10.1080/10409289.2016.1106202
McKown C., Allen, A. M, Russo-Ponsaran, N. M., & Johnson, J. K. (2013). Direct assessment of children’s social- -emotional comprehension. Psychological Assessment, 25(4), 1154-1166. https://doi.org/10.1037/a0033435
Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Thousand Oaks: Sage publications.
Palmero-Cantero, F., Guerrero-Rodríguez, C., Gómez- Iñiguez, C., Carpi-Ballester, A., & Gorayeb, R. (2011). Manual de teorías emocionales y motivacionales. Castellón de la Plana. España: Publicacions de la Universitat Jaume I. https://doi.org/10.33776/amc.v35i152.1223
Payton J. W., Wardlaw, D. M., Graczyk, P. A., Bloodworth, M. R., Tompsett, C.J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of school health, 70(5), 179-185. https://doi.org/10.1111/j.1746-1561.2000.tb06468.x
Pons, F., Harris, P. L., & 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., Harris, P. L., & Doudin, P.-A. (2002). Teaching emotion understanding. European Journal of Psychology of Education, v. 17(3), 293-304. https://doi.org/10.1007/bf03173538
Reschke, P. J., Walle, E. A., & Dukes, D. (2017). Interpersonal development in infancy: The interconnectedness of emotion understanding and social cognition. Child Development Perspectives, 11(3), 178-183. https://doi.org/10.1111/cdep.12230
Russell, B. S., Lee, J. O., Spieker, S., & Oxford, M. L.. (2016). Parenting and preschool self-regulation as predictors of social emotional competence in 1st grade. Journal of Research in Childhood Education, 30(2), 153- 169. https://doi.org/10.1080/02568543.2016.1143414
Saarni, C., Campos, J. J., Camras, L. A., Witherington, D. (2006). Emotional Development: Action, Communication, and Understanding. In N. Eisenberg, W. Damon & R. M. Lerner. (Eds.). Handbook of child
psychology: Social, emotional, and personality development (pp. 226-299). Hoboken, NJ, US: John Wiley & Sons Inc. https://doi.org/10.1002/9780470147658.chpsy0305
Salovey, P., & Sluyter, D. J. (1997). Emotional Development and Emotional Intelligence: Educational Implications. Nueva York: Basic Books.
Scherer, K. R. (2005). What are emotions? And how can they be measured?. Social science information, 44(4), 695-729. https://doi.org/10.1177/0539018405058216
Scherer, Klaus R. (2001). ‘‘Appraisal Considered as a Process of Multi-Level Sequential Checking’’. In K. R. Scherer, A. Schorr & T. Johnstone (Eds.). Appraisal Processes in Emotion: Theory, Methods, Research (pp. 92-120). New York: Oxford University Press.
Sheridan, S. M. Knoche, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the Getting Ready intervention on preschool children’s social–emotional competencies. Early education and development, 21(1), 125-156. https://doi.org/10.1080/10409280902783517
Van Den Bedem, N. P., Dockrel, J. E, Van Alphen, P. M, Kalicharan, S. V., & Rieffe, C. (2018). Victimization, bullying, and emotional competence: longitudinal associations in (pre) adolescents with and without
developmental language disorder. Journal of speech, language, and hearing research, 61(8), 2028-2044. https://doi.org/10.1044/2018_jslhr-l-17-0429
Wiefferink, C. H., Rieffe, C., Ketelaar, L., De Raeve, L., & Frijns J. H. (2012). Emotion understanding in deaf children with a cochlear implant. Journal of deaf studies and deaf education, 18(2), 175-186. https://doi.org/10.1093/deafed/ens042
Wu, Y., Haque, J., & Schulz, L. (2018). Children can use others’ emotional expressions to infer their knowledge and predict their behaviors in classic false belief tasks. In Proceedings of the 40th Annual Meeting of the cognitive Science Society. (pp. 1193-1198). Madison, Wisconsin, USA: Cognitive Science Society.
Wu, Y., & Schulz, L. E. (2018). Inferring beliefs and desires from emotional reactions to anticipated and observed events. Child development, 89(2), 649-662. https://doi.org/10.1111/cdev.12759
Zaccagnini, J. L. (2004). Inteligencia Emocional: La relación entre pensamientos y Sentimientos en la vida cotidiana. Madrid, España: Editorial Nueva.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2020 Educação
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Direitos Autorais
A submissão de originais para a Educação implica na transferência, pelos autores, dos direitos de publicação. Os direitos autorais para os artigos publicados nesta revista são do autor, com direitos da revista sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente a Educação como o meio da publicação original.
Licença Creative Commons
Exceto onde especificado diferentemente, aplicam-se à matéria publicada neste periódico os termos de uma licença Creative Commons Atribuição 4.0 Internacional, que permite o uso irrestrito, a distribuição e a reprodução em qualquer meio desde que a publicação original seja corretamente citada.
