The effects of emotional awareness training on teachers’ ability to manage the emotions of preschool children: An experimental study

Maria Ulloa; Ian Evans; Linda Jones

doi:10.24310/espsiescpsi.v9i1.13195

Autores/as

Maria Ulloa Massey University. Wellington Nueva Zelanda
Ian Evans Massey University. Wellington Nueva Zelanda
Linda Jones Massey University. Wellington Nueva Zelanda

DOI:

https://doi.org/10.24310/espsiescpsi.v9i1.13195

Palabras clave:

Ensayo Controlado Aleatorizado, Desarrollo Centrado en Emoción, Prácticas Reflexivas, La Educación Preescolar

Resumen

Este artículo describe el proceso y los resultados obtenidos en un Ensayo Controlado Aleatorio (ECA) sobre la capacidad de los profesores para gestionar las emociones de niños en edad preescolar durante una actividad de juego restringido. Participaron en el estudio treinta profesores de educación infantil. La mitad de los participantes aprendieron estrategias para mejorar su propia competencia emocional. El grupo de control recibió información estándar sobre desarrollo infantil. El grupo experimental recibió formación más específica sobre estrategias activas relacionadas con el desarrollo emocional, los esquemas emocionales, la práctica reflexiva centrada en las emociones, y el mindfulness (atención plena). Se evaluaron in situ los resultados obtenidos por los profesores durante la sesión de juego simulada con grupos reducidos de preescolares. Las variables dependientes valoraban las ocurrencias observadas de componentes de la competencia emocional en los profesores. El estudio mostró que durante los juegos hubo diferencias estadísticamente significativas entre los docentes de ambos grupos en tres habilidades de competencia emocional (regulación, expresión, y conocimiento). Este estudio experimental subraya los procesos que utilizan los profesores para apoyar la competencia emocional de los niños pequeños, y el importante papel que desempeña la propia competencia emocional de los profesores en la socialización de las emociones infantiles. Además, a través de la influencia que ejerció la formación emocional y las prácticas de reflexión de los profesores, pone de manifiesto la importancia de fomentar la adquisición de habilidades emocionales por parte de los profesores a fin de satisfacer de manera óptima las necesidades emocionales de los niños pequeños.

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