Eficacia de un programa integral breve de educación emocional para menores de tres años

Resum

There is evidence that the application of emotional education programs impact on improving emotional intelligence. However, in early childhood education has been neglected programs for early childhood and in practice hardly have families. In this context, we have designed a comprehensive brief emotional education program for children under three years of their own creation, in order to assess their effectiveness, especially the abilities to perceive, assess and express basic emotions; and to analyze whether the participation of mothers and educators of the school has contributed to its improvement. It was used to study a quasi-experimental design with a sample of 43 students (average age 34.51 months) the first cycle of EI in the province of Alicante (Spain), assigned to two experimental groups (55.81%) and control (44.18%). The conceptual foundations of the program relied on the proposed Bisquerra and Perez (2007) model based on learning five dimensions of emotional competence, from a global conception: awareness, regulation, autonomy (self-concept-esteem), skills socio- emotional and life skills and wellness. The instrument used for the evaluation of the program was the questionnaire Percexpval (Mestre, Guil, Martínez-Cabañas, Larrán and Gonzalez, 2011), adapted for students less than three years version. Data from the program’s impact in adults were obtained by TMMS-24 (Mestre and Fernandez, 2007) scale. The findings, by analysis of variance univariate split-splot show the effectiveness of the program in the short term as well as improved emotional skills, especially mothers, and confirm the need to coordinate school and family in your application, from an early age to prevent possible risk factors and promote emotional health in early childhood.