Desarrollo socio-emocional en preescolares que asisten a centros educativos públicos y privados
Palabras clave:
desarrollo socio-emocional, centros educativos, niños preescolaresResumen
Este estudio tiene como objetivo identificar el nivel de bienestar socio-emocional en niños preescolares, a través de un análisis cuantitativo. Participaron 240 niños. Se utilizó el cuestionario Autorreporte del Bienestar socio-emocional, comparando el desempeño con las variables edad, sexo y tipo de centro educativo. Los resultados indican que los niños de Educación Inicial tienen un adecuado nivel de bienestar socio-emocional; sin embargo, en cada edad existe un grupo que presenta dificultades: 19% a los cuatro y el 17 % a los cinco años. Además, existen diferencias por tipo de centro educativo, así a los cuatro años el menor desempeño presenta los niños de centros educativos privados altos, y a los cinco años los de centros educativos públicos. En relación a la variable de sexo, las niñas muestran ventaja en optimismo mientras que los niños en respuesta emocional. Se evidencia la necesidad de implementar una educación emocional en los currículos educativos.
Citas
Armus, M., Duhald, C., Oliver, M., Woscoboinik, N., y Unicef. (2012). Desarrollo emocional. Clave para la primera infancia. Unicef. Recuperado de http://files.unicef.org/ecuador/Desarrollo_emocional_0a3_simples.pdf
Arsenio, W. F., Adams, E., y Gold, J. (2009). Social information processing, moral reasoning, and emotion attributions: Relations with adolescents’ reactive and proactive aggression. Child Development, 80(6), 1739–1755.
Beauchamp, M. H., y Anderson, V. (2010). Social: An integrative framework for the development of social skills. Psychological Bulletin, 136(1), 39–64.
Ben-Shlomo, Y. y Kuh, D. (2002). A life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives. International Journal of Epidemiology, 31(2); 285-93.
Black, M. M., Walker, S. P., Fernald, L. C., Andersen, C. T., DiGirolamo, A. M., Lu, C., ... y Devercelli, A. E. (2017). Early childhood development coming of age: science through the life course. The Lancet, 389(10064), 77-90.
Conti, G., y Heckman, J. (2014). The economics of child well-being. In Ben-Arieh, A., Casas, F., Frønes, I., y Korbin, J. E. (Eds.), Handbook of child well-being. (pp. 363-401). Netherlands: Springer.
Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., y Sadek, S. (2010). Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation. School Psychology Quarterly, 25(2), 65–83.
Denham, S. A., Bassett, H. H., Brown, C., Way, E., y Steed, J. (2015). “I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success. Journal of Early Childhood Research, 13(3), 252-262.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., y Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416.
Elias, M. J., y Haynes, N. M. (2008). Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children. School Psychology Quarterly, 23(4), 474–495.
Epstein, J. A., Griffin, K. W., y Botvin, G. J. (2000). Competence skills help deter smoking among inner city adolescents. Tobacco Control, 9(1) 33–39.
Farrington, C. A., Roderick, M., Allensworth, E., Nagoaka, J., Keyes, T. S., Johnson, D. W., y Nicole, O. (2012). Teaching adolescents to become learners: The role of non-cognitive factors in shaping school performance: A critical literature review. University of Chicago Consortium on Chicago School Research. Recuperado de: http://ccsr.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school.
Fox, N. A., Almas, A. N., Degnan, K. A., Nelson, C. A., y Zeanah, C. H. (2011). The effects of severe psychosocial deprivation and foster care intervention on cognitive development at 8 years of age: findings from the Bucharest Early Intervention Project. Journal of Child Psychology and Psychiatry, 52(9), 919-928.
Gintis, H. (2007). A framework for the unification of the behavioral sciences. Behavioral and Brain Sciences, 30 (1), 1-16.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., y Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466-474.
Heckman, J., Stixrud, J., y Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3), 411-482.
Heinze, J. E., Miller, A. L., Seifer, R., Dickstein, S., y Locke, R. L. (2015). Emotion knowledge, loneliness, negative social experiences, and internalizing symptoms among low‐income preschoolers. Social Development, 24(2), 240-265.
Henao., G y García, M. (2009). Interacción familiar y desarrollo emocional en niños y niñas. Revista Latinoamericana de Ciencias Sociales, niñez y juventud, 7(2), 785-802.
Izard, C., Fine, S., Schultz, D., Mostow, A., Ackerman, B., y Youngstrom, E. (2001). Emotion knowledge as a predictor of social behavior and academic competence in children at risk. Psychological Science, 12(1), 18-23.
Kanazawa, S. y Vandermassen, G. (2005). Engineers have more sons, nurses have more daughters. An evolutionary psychological extension of Baron-Cohen's extreme male brain theory of autism and its empirical implications. Journal of Theoretical Biology, 233(4), 589-99.
Lacunza, A., y Contini de González, N. (2009). Las habilidades sociales en niños preescolares en contextos de pobreza. Ciencias Psicológicas, 3(1), 57-66.
Lira, M., Edwards, M., Hurtado, M., y Seguel, X. (2005). Autorreporte del Bienestar Socio-emocional para niños de prekinder a segundo de básica. Santiago: Universidad Católica de Chile ediciones.
Luthar, S. S., y Latendresse, S. J. (2005). Comparable “risks” at the socioeconomic status extremes: Preadolescents' perceptions of parenting. Development and Psychopathology, 17(1), 207-230.
Mazzanti, M. (2011). Declaración de Helsinki, principios y valores bioéticos en juego en la investigación médica con seres humanos. Revista Colombiana de Bioética. 6(1), 125-144.
McClure, E. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents. Psychological Bulletin 126(3), 424-453.
Marchant, T., Milicic, N., y Álamos, P. (2016). Impacto en los niños de un programa de desarrollo socio-emocional en dos colegios vulnerables en Chile. Revista Iberoamericana de Evaluación Educativa, 6(2), 167-186.
Mendelsohn, A. L., Cates, C. B., Weisleder, A., Johnson, S. B., Seery, A. M., Canfield, C. F., … y Dreyer, B. P. (2018). Reading aloud, play, and social-emotional development. Pediatrics, 141(5), e20173393.
Miller, A. y Kazanawa, S. (2007). Why beautiful people have more daughters? New York: Penguin.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … y Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693-2698.
Naudeau, S., Martinez, S., Premand, P., y Filmer, D. (2011). Cognitive development among young children in low-income countries. In H. Alderman (Ed.), No Small Matter. The impact of Poverty, Shocks, and Human Capital Investments in Early Childhood Development, 9-50. Washington D.C., US: The World Bank.
Pellegrino, J. W., y Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: The National Academies Press.
Rodríguez, B., y Delgado, M. (Septiembre de 2015). Una aproximación teórica a la educación emocional en primaria. En J. Clares (Presidencia), I Congreso Internacional de Expresión y Comunicación Emocional (CIECE). Congreso llevado a cabo en la Universidad de Sevilla, España.
Rothbart, M. K., Ellis, L. K., Rosario Rueda, M., y Posner, M. I. (2003). Developing mechanisms of temperamental effortful control. Journal of personality, 71(6), 1113-1144.
Schermerhorn, A. C., Bates, J. E., Goodnight, J. A., Lansford, J. E., Dodge, J. A., y Pettit, G. S. (2013). Temperament moderates associations between exposure to stress and children’s externalizing problems. Child Development, 84(5), 1579-1593.
Schroeder, C. S., y Gordon, B. N. (2012). Assessment and treatment of childhood problems: A clinician’s guide. New York: Guilford Press.
Trentacosta, C. J., y Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development, 19(1), 1-29.
Valiente, C., Eisenberg, N., Haugen, R., Spinrad, T. L., Hofer, C., Liew, J., y Kupfer, A. (2011). Children’s effortful control and academic achievement: Mediation through social functioning. Early Education and Development, 22(3), 411-433.
Wachs, T. D. (2006). Contributions of temperament to buffering and sensitization processes in children’s development. Annals of the New York Academy of Sciences, 1094(1), 28-39.
Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M. M., Huffman, S. L., Baker-Henningham, H., … y Richter, L. (2011). Inequality in early childhood: risk and protective factors for early child development. The Lancet, 378(9799), 1325-1338.
Walker, S. P., Chang, S. M., Vera-Hernández, M., y Grantham-McGregor, S. (2011). Early Childhood Stimulation Benefits Adult Competence and Reduces Violent Behavior. Pediatrics, 127(5), 849-857.
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., y Gul- lotta, T. P. (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, yT. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice, 3-19, New York: Guilford.
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2020 Educ@ción en Contexto
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
