Evaluation of the Effectiveness of the Emotional Education Program EMO-ACTION within a Preschool Setting

The effectiveness of the Emotional Education Program EMO-ACTION (EMO-ACCIÓN) in the development of emotional skills and emotional strategies is evaluated, as well as empathy and problemsolving skills among preschool students. A sample of 123 children were enrolled in the 2nd year of preschool educat...

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Bibliographic Details
Published in:Estudios sobre educación : ESE 2020-10, Vol.39, p.87-107
Main Authors: Fernández-Hawrylak, María, Heras-Sevilla, Davinia, Cepa-Serrano, Amaya
Format: Article
Language:English
Subjects:
Academic achievement
Acknowledgment
Cognitive Development
Control Groups
Curricula
Educational Facilities Improvement
Educational programs
Emotional education
Emotional regulation
Emotional skills
Emotions
Empathy
Happiness
Learning
Learning Processes
Preschool
Preschool children
Preschool education
Problem solving
Program evaluation
Secondary Education
Students
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Summary:The effectiveness of the Emotional Education Program EMO-ACTION (EMO-ACCIÓN) in the development of emotional skills and emotional strategies is evaluated, as well as empathy and problemsolving skills among preschool students. A sample of 123 children were enrolled in the 2nd year of preschool education, aged between 4 and 5 years old. A design of repeated pre-test/post-test measurements was applied to an experimental group (60 children) and a control group (63 children). The Recognition, Regulation, Empathy and Problem-Solving Scale (RRER) was administered before and after the educational intervention. The results confi rm that the program had a positive impact on the development of emotional skills in the children that took part in it. A significant increase was noted in emotional recognition, in emotional regulation, and in the identification, and resolution of problems.  
ISSN:1578-7001
2386-6292
DOI:10.15581/004.39.87-107