Psychology and Behavioral Sciences

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Emotions at Preschool Age: Contributions to Better Social and School Adaptation

Received: 17 September 2019    Accepted: 05 October 2019    Published: 17 October 2019
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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.

DOI 10.11648/j.pbs.20190805.14
Published in Psychology and Behavioral Sciences (Volume 8, Issue 5, October 2019)
Page(s) 128-132
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Emotions, Emotional Intelligence, Preschool Age

References
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Author Information
  • Public Health, University of Fortaleza, Fortaleza, Brazil

  • Center for Lusophone and European Literatures and Cultures of Lisbon, Lisbon, Portugal

  • Didactic Department, University of Cádiz, Cádiz, Spain

  • Medical Science Center, University of Fortaleza, Fortaleza, Brazil

  • Health Service of Autonomous Region of Madeira, Funchal, Portugal

Cite This Article
  • APA Style

    Maria Regina Teixeira Ferreira Capelo, John Miguel Costa Varela, Noemí Serrano-Díaz, Maria Helena de Agrela Gonçalves Jardim, Christina César Praça Brasil, et al. (2019). Emotions at Preschool Age: Contributions to Better Social and School Adaptation. Psychology and Behavioral Sciences, 8(5), 128-132. https://doi.org/10.11648/j.pbs.20190805.14

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    ACS Style

    Maria Regina Teixeira Ferreira Capelo; John Miguel Costa Varela; Noemí Serrano-Díaz; Maria Helena de Agrela Gonçalves Jardim; Christina César Praça Brasil, et al. Emotions at Preschool Age: Contributions to Better Social and School Adaptation. Psychol. Behav. Sci. 2019, 8(5), 128-132. doi: 10.11648/j.pbs.20190805.14

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    AMA Style

    Maria Regina Teixeira Ferreira Capelo, John Miguel Costa Varela, Noemí Serrano-Díaz, Maria Helena de Agrela Gonçalves Jardim, Christina César Praça Brasil, et al. Emotions at Preschool Age: Contributions to Better Social and School Adaptation. Psychol Behav Sci. 2019;8(5):128-132. doi: 10.11648/j.pbs.20190805.14

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  • @article{10.11648/j.pbs.20190805.14,
      author = {Maria Regina Teixeira Ferreira Capelo and John Miguel Costa Varela and Noemí Serrano-Díaz and Maria Helena de Agrela Gonçalves Jardim and Christina César Praça Brasil and Geraldo Bezerra da Silva Júnior and Márcia Lúcia Sousa Dias Alves},
      title = {Emotions at Preschool Age: Contributions to Better Social and School Adaptation},
      journal = {Psychology and Behavioral Sciences},
      volume = {8},
      number = {5},
      pages = {128-132},
      doi = {10.11648/j.pbs.20190805.14},
      url = {https://doi.org/10.11648/j.pbs.20190805.14},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.pbs.20190805.14},
      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.},
     year = {2019}
    }
    

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    T1  - Emotions at Preschool Age: Contributions to Better Social and School Adaptation
    AU  - Maria Regina Teixeira Ferreira Capelo
    AU  - John Miguel Costa Varela
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    AB  - 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.
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