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A competência emocional para uma benéfica relação entre os pares
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O presente estudo, reflete a importância das interações nas crianças do pré-escolar. Segundo Machado et al. (2008), esta influência recíproca das interações, possibilitará às crianças uma maior positividade na habilidade das relações entre pares, se as crianças detiverem comportamentos pró-ativos. Como tal, propusemo-nos estudar a influência da relação entre pares na aprendizagem de estratégias de regulação emocional, percecionando os conhecimentos das crianças do pré-escolar sobre as suas emoções e as emoções dos outros. Assim, centralizámos o nosso estudo nos participantes da ação educativa, que na sua totalidade compõem um grupo de 24 crianças (13 crianças do género feminino e 11 do género masculino), com idades compreendidas entre os três e os cinco anos de idade.
O estudo baseia-se nos princípios da inteligência emocional, segundo Mayer et al. (2003, citado por Mayer, Roberts & Barsade, 2008), esta teoria envolve a capacidade das crianças percecionarem, apreenderem e utilizarem as emoções como forma de facilitar o raciocínio, gerindo e compreendendo as emoções. Deste modo, a compreensão emocional é uma das características essenciais da inteligência emocional. De acordo com Pons, Harris, & Rosnay (2004), estes atributos permitem às crianças a capacidade de identificar, reconhecer e nomear as suas e as emoções dos outros, mas também adquirir o conhecimento de estratégias de regulação emocional. Assim, a regulação emocional será uma linha fundamental do estudo, pois segundo Bridges, Denham & Ganiban (2004), esta habilidade possibilitará aos sujeitos modelar emoções, adaptando-as aos contextos das diversas conjunturas. Desta forma, ao fomentar a melhoria das competências emocionais das crianças, pretendemos alcançar mudanças positivas nas relações entre pares, após a implementação de estratégias de compreensão e regulação emocional.
Por fim, concluímos que após a execução de estratégias de regulação e compreensão emocional, o grupo de crianças apresentou uma menor dificuldade na gestão das emoções e uma melhor competência pró-social. Deste modo, percecionámos claramente o surgimento de efeitos positivos nos comportamentos do grupo, sustentados por uma perspetiva sócio emocional.
The present study, reflects the importance of interactions in preschooler’s children. According to Machado et al. (2008), these mutual influences of interactions will enable children a greater positivity in the ability of peer relations, if the children already have proactive behaviors. As such, we studied the influence of peer relations on the apprenticeship of emotional regulation strategies, by perceiving the knowledge of preschooler’s about their emotions and the emotions of others. Therefore, we focused our study on participants of education action, forming a group of 24 children (13 female and 11 male), age between three and five years old. The study, based on the principals of emotional intelligence, in accordance with Mayer et al. (2003, cited by Mayer, Roberts & Barsade, 2008), this theory involves the ability of children to perceive and learn emotions, in order to facilitate reasoning and to understand and manage such emotions. Thus, the emotional understanding of preschoolers’ is an essential characteristic of emotional intelligence. As Pons, Harris, & Rosnay (2004), say these attributes enable the capacity to identify, recognize and name their emotions and the emotions of others, but also to acquire the knowledge of emotional regulation strategies. As such, emotional regulation will play a fundamental role in this study, in line with Bridges, Denham & Ganiban (2004), this ability will allow the subjects to model emotions, adapting them to the contexts of general different situations. Therefore, we stimulated emotional competence within the group of children, with a view to reach positive changes in peer relations, by implementing strategies of understanding and emotions regulation. Finally, we concluded after implementing strategies of emotional regulation and emotional understanding, these children presented less difficulties about managing emotions and a better pro-social competence. We have clearly perceived the appearance of positive effects on group behaviors, sustained by a socio emotional perspective.
The present study, reflects the importance of interactions in preschooler’s children. According to Machado et al. (2008), these mutual influences of interactions will enable children a greater positivity in the ability of peer relations, if the children already have proactive behaviors. As such, we studied the influence of peer relations on the apprenticeship of emotional regulation strategies, by perceiving the knowledge of preschooler’s about their emotions and the emotions of others. Therefore, we focused our study on participants of education action, forming a group of 24 children (13 female and 11 male), age between three and five years old. The study, based on the principals of emotional intelligence, in accordance with Mayer et al. (2003, cited by Mayer, Roberts & Barsade, 2008), this theory involves the ability of children to perceive and learn emotions, in order to facilitate reasoning and to understand and manage such emotions. Thus, the emotional understanding of preschoolers’ is an essential characteristic of emotional intelligence. As Pons, Harris, & Rosnay (2004), say these attributes enable the capacity to identify, recognize and name their emotions and the emotions of others, but also to acquire the knowledge of emotional regulation strategies. As such, emotional regulation will play a fundamental role in this study, in line with Bridges, Denham & Ganiban (2004), this ability will allow the subjects to model emotions, adapting them to the contexts of general different situations. Therefore, we stimulated emotional competence within the group of children, with a view to reach positive changes in peer relations, by implementing strategies of understanding and emotions regulation. Finally, we concluded after implementing strategies of emotional regulation and emotional understanding, these children presented less difficulties about managing emotions and a better pro-social competence. We have clearly perceived the appearance of positive effects on group behaviors, sustained by a socio emotional perspective.
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Inteligência Emocional Relação entre pares Compreensão emocional Regulação emocional Emotional Intelligence Peer Relation Emotional Understanding Emotion Regulation