Emotions at Preschool Age: Contributions to Better Social and School Adaptation
Psychology and Behavioral Sciences
Volume 8, Issue 5, October 2019, Pages: 128-132
Received: Sep. 17, 2019; Accepted: Oct. 5, 2019; Published: Oct. 17, 2019
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Authors
Maria Regina Teixeira Ferreira Capelo, Public Health, University of Fortaleza, Fortaleza, Brazil
John Miguel Costa Varela, Center for Lusophone and European Literatures and Cultures of Lisbon, Lisbon, Portugal
Noemí Serrano-Díaz, Didactic Department, University of Cádiz, Cádiz, Spain
Maria Helena de Agrela Gonçalves Jardim, Higher School of Health, University of Madeira, Funchal, Portugal
Christina César Praça Brasil, Medical Science Center, University of Fortaleza, Fortaleza, Brazil
Geraldo Bezerra da Silva Júnior, Medical Science Center, University of Fortaleza, Fortaleza, Brazil
Márcia Lúcia Sousa Dias Alves, Health Service of Autonomous Region of Madeira, Funchal, Portugal
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Abstract
Emotions have been triggering investigative interest for a long time due to the effect they have on people's lives and there is a growing importance in the educational field in the school context. The purpose of this study is to describe the relationship between perception, expression and appreciation of emotions and social adjustment of preschool children. For this purpose we used the documentary research based on four empirical works, carried out in Portugal (n = 2) and Spain (n = 2) between 2011 and 2016, resulting from the application of the “Percexval” test to assess the ability to understand, express and value emotions of preschool children (children aged 3 - 6 years). The correct answers given by the children were confronted with the criteria of the external judges constituted by their kindergarten teachers. Results suggest significant and positive associations between perception of primary emotions and adaptation (2), control (3) peer acceptance (2) and negative with conflict; and significant and positive associations between perception and appreciation of primary emotions and adaptation (4), control (4), academic achievement (4), peer acceptance (2), and negatives with conflict. It is concluded that the promotion of early emotional education contributes to enhance the psychosocial adaptation of individuals.
Keywords
Emotions, Emotional Intelligence, Preschool Age
To cite this article
Maria Regina Teixeira Ferreira Capelo, John Miguel Costa Varela, Noemí Serrano-Díaz, Maria Helena de Agrela Gonçalves Jardim, Christina César Praça Brasil, Geraldo Bezerra da Silva Júnior, Márcia Lúcia Sousa Dias Alves, Emotions at Preschool Age: Contributions to Better Social and School Adaptation, Psychology and Behavioral Sciences. Vol. 8, No. 5, 2019, pp. 128-132. doi: 10.11648/j.pbs.20190805.14
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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