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Estudo do conhecimento emocional em crianças do Pré-escolar, através da implementação de um programa de aprendizagem socioemocional
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Advisor(s)
Abstract(s)
O trabalho que nos propomos elaborar tem em consideração os objevos definidos;
trabalhou-se com uma amostra de 10 crianças em idade pré-escolar, avaliando a
capacidade que as mesmas demonstram para idenficar, reconhecer e interligar
diferentes emoções perante os esmulos que as desencadeiam.
Para isso, foi ulizada a Escala de Avaliação do Conhecimento Emocional (EACE). Este
teste pretende avaliar o conhecimento emocional das crianças, quesonando as
mesmas em três subescalas diferentes, recorrendo para isso, às expressões faciais,
comportamentos e situações emocionais demonstradas por estas. Neste contexto,
houve necessidade de abortar os conceitos de Emoções, Competências Socioemocionais
e Inteligência Emocional, correlacionando-os com as fases do desenvolvimento
emocional em que as crianças da amostra em estudo se encontram.
Os resultados obdos, no pré-teste, permitem concluir que é na 1ª infância que as
crianças adquirem maior desenvolvimento emocional, obtendo-se uma média da
Perceção Emocional Correta (PEC) de 25 pontos. No pós-teste, após a implementação
programa Social and Emocional Learning (SEL), a média PEC foi consideravelmente
superior, podendo-se inferir da sua eficácia em crianças em idade pré-escolar.
The work we propose to carry out takes into account the defined objecves; We worked with a sample of 10 preschool-aged children, evaluang their ability to idenfy, recognize and connect different emoons in the face of the smuli that trigger them. For this, the Emoonal Knowledge Assessment Scale (EACE) was used. This test aims to assess children's emoonal knowledge, quesoning them on three different subscales, using facial expressions, behaviors and emoonal situaons demonstrated by them. In this context, there was a need to abort the concepts of Emoons, Socio-emoonal Skills and Emoonal Intelligence, correlang them with the stages of emoonal development in which the children in the sample under study find themselves. The results obtained in the pre-test allow us to conclude that it is in early childhood that children acquire greater emoonal development, obtaining an average Correct Emoonal Percepon (PEC) of 25 points. In the post-test, aer implemenng the Social and Emoonal Learning (SEL) program, the PEC average was considerably higher, which can be inferred from its effecveness in preschool children
The work we propose to carry out takes into account the defined objecves; We worked with a sample of 10 preschool-aged children, evaluang their ability to idenfy, recognize and connect different emoons in the face of the smuli that trigger them. For this, the Emoonal Knowledge Assessment Scale (EACE) was used. This test aims to assess children's emoonal knowledge, quesoning them on three different subscales, using facial expressions, behaviors and emoonal situaons demonstrated by them. In this context, there was a need to abort the concepts of Emoons, Socio-emoonal Skills and Emoonal Intelligence, correlang them with the stages of emoonal development in which the children in the sample under study find themselves. The results obtained in the pre-test allow us to conclude that it is in early childhood that children acquire greater emoonal development, obtaining an average Correct Emoonal Percepon (PEC) of 25 points. In the post-test, aer implemenng the Social and Emoonal Learning (SEL) program, the PEC average was considerably higher, which can be inferred from its effecveness in preschool children
Description
Keywords
Crianças; Emoções; Pré-Escolar; Competência Socioemocionais; Educação; SEL; EACE. Children; Emoons; Preschool; Socioemoonal Competence; Educaon; SEL; EACE.