PROGRAMAS DE INTERVENCIÓN EN HABILIDADES EMOCIONALES EN PREESCOLARES: UNA REVISIÓN SISTEMÁTICA.
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| Title: | PROGRAMAS DE INTERVENCIÓN EN HABILIDADES EMOCIONALES EN PREESCOLARES: UNA REVISIÓN SISTEMÁTICA. |
|---|---|
| Alternate Title: | INTERVENTION PROGRAMS IN EMOTIONAL SKILLS IN PRESCHOOLERS: A SYSTEMATIC REVIEW. |
| Authors: | Castellanos-Páez, Virgelina1 virgelina.castellanos@uptc.edu.co, González Gamboa, Daniela1 daniela.gonzalez01@uptc.edu.co, Janneth Vargas, Mercedes2 mercedes.vargas01@uptc.edu.co |
| Source: | Contextos Educativos. 2025, Issue 36, p97-124. 28p. |
| Subject Terms: | *Emotional competence, *Emotion regulation, *Preschool children, *Emotional experience, *Child development, *Educational intervention, *Academic achievement |
| Abstract (English): | Early social-emotional experiences are a key factor for early childhood development and later academic achievement in school. For this reason, in recent decades the number of publications on early childhood intervention programs has increased. This systematic review analyzed the programs on emotional skills in preschoolers in the period 2010-2020. The PsyArticles, Science Direct, Dialnet and academic google databases were searched using the PRISMA methodology (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Nine programs trained identification, expression and emotional regulation skills. Most programs reported a positive effect positive effect on the development of emotional skills from measures before and after the intervention, however, it is necessary to carry out studies that implement evaluation and follow-up measures to test whether the effects of the interventions are maintained over time. This evidence may be useful to researchers, teachers, and caregivers interested in social-emotional development. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las experiencias socioemocionales tempranas son un factor clave para el desarrollo en la primera infancia y los logros académicos posteriores en la escuela. Por esta razón, en las últimas décadas se ha incrementado el número de publicaciones sobre programas de intervención en la primera infancia. Esta revisión sistemática analizó programas de intervención sobre habilidades emocionales en preescolares en el periodo 2010-2021. Se realizó la búsqueda en las bases de datos PsyArticles, Science Direct, Dialnet y Google académico siguiendo la metodología PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Se encontró que nueve programas entrenaron en habilidades específicas de identificación, expresión y regulación emocional. La mayoría de los programas reportaron efecto positivo en el desarrollo de habilidades emocionales a partir de medidas pre y post intervención, sin embargo, es necesario, realizar estudios que implementen medidas de evaluación y seguimiento para probar si los efectos de las intervenciones se mantienen en el tiempo. Esta evidencia puede ser de utilidad para investigadores, docentes y cuidadores interesados en el desarrollo socioemocional. [ABSTRACT FROM AUTHOR] |
| Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 190683395 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: PROGRAMAS DE INTERVENCIÓN EN HABILIDADES EMOCIONALES EN PREESCOLARES: UNA REVISIÓN SISTEMÁTICA. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: INTERVENTION PROGRAMS IN EMOTIONAL SKILLS IN PRESCHOOLERS: A SYSTEMATIC REVIEW. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Castellanos-Páez%2C+Virgelina%22">Castellanos-Páez, Virgelina</searchLink><relatesTo>1</relatesTo><i> virgelina.castellanos@uptc.edu.co</i><br /><searchLink fieldCode="AR" term="%22González+Gamboa%2C+Daniela%22">González Gamboa, Daniela</searchLink><relatesTo>1</relatesTo><i> daniela.gonzalez01@uptc.edu.co</i><br /><searchLink fieldCode="AR" term="%22Janneth+Vargas%2C+Mercedes%22">Janneth Vargas, Mercedes</searchLink><relatesTo>2</relatesTo><i> mercedes.vargas01@uptc.edu.co</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contextos+Educativos%22">Contextos Educativos</searchLink>. 2025, Issue 36, p97-124. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emotional+competence%22">Emotional competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+experience%22">Emotional experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Early social-emotional experiences are a key factor for early childhood development and later academic achievement in school. For this reason, in recent decades the number of publications on early childhood intervention programs has increased. This systematic review analyzed the programs on emotional skills in preschoolers in the period 2010-2020. The PsyArticles, Science Direct, Dialnet and academic google databases were searched using the PRISMA methodology (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Nine programs trained identification, expression and emotional regulation skills. Most programs reported a positive effect positive effect on the development of emotional skills from measures before and after the intervention, however, it is necessary to carry out studies that implement evaluation and follow-up measures to test whether the effects of the interventions are maintained over time. This evidence may be useful to researchers, teachers, and caregivers interested in social-emotional development. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Las experiencias socioemocionales tempranas son un factor clave para el desarrollo en la primera infancia y los logros académicos posteriores en la escuela. Por esta razón, en las últimas décadas se ha incrementado el número de publicaciones sobre programas de intervención en la primera infancia. Esta revisión sistemática analizó programas de intervención sobre habilidades emocionales en preescolares en el periodo 2010-2021. Se realizó la búsqueda en las bases de datos PsyArticles, Science Direct, Dialnet y Google académico siguiendo la metodología PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses). Se encontró que nueve programas entrenaron en habilidades específicas de identificación, expresión y regulación emocional. La mayoría de los programas reportaron efecto positivo en el desarrollo de habilidades emocionales a partir de medidas pre y post intervención, sin embargo, es necesario, realizar estudios que implementen medidas de evaluación y seguimiento para probar si los efectos de las intervenciones se mantienen en el tiempo. Esta evidencia puede ser de utilidad para investigadores, docentes y cuidadores interesados en el desarrollo socioemocional. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190683395 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18172/con.5970 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 28 StartPage: 97 Subjects: – SubjectFull: Emotional competence Type: general – SubjectFull: Emotion regulation Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Emotional experience Type: general – SubjectFull: Child development Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Academic achievement Type: general Titles: – TitleFull: PROGRAMAS DE INTERVENCIÓN EN HABILIDADES EMOCIONALES EN PREESCOLARES: UNA REVISIÓN SISTEMÁTICA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Castellanos-Páez, Virgelina – PersonEntity: Name: NameFull: González Gamboa, Daniela – PersonEntity: Name: NameFull: Janneth Vargas, Mercedes IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1575023X Numbering: – Type: issue Value: 36 Titles: – TitleFull: Contextos Educativos Type: main |
| ResultId | 1 |
