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. |
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| 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] |
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| Database: | Education Research Complete |
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