Evaluation of a Program for Developing Socio-Emotional Competencies in Preschool Children

Moraru, Adela; Stoica, Mihaela; Elena-Adriana, Tomuletiu; Monica, Filpisan

doi:10.1016/j.sbspro.2011.10.419

Cited by 20 publications

(17 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several methodologies, such as suggestopedia, have addressed emotional and psychological notions, motivated in some cases by Krashen's claim of a language monitor and his affective filter hypothesis (Pishghadam 2009). Nevertheless, the emotional aspect is still peripheral in many educational systems (Shanmugasundaram and Mohamad 2011) and cognitive abilities are considered as the sole predictors of academic achievement (Moraru et al 2011). However, the significance of emotion gained increasing recognition in education during the 1980s and 1990s (Tormey 2005), with the most popular reflection of this trend being Gardner's (1983) Multiple Intelligences (MI) (shades of the emotional domain represented in his work on intrapersonal and interpersonal intelligences).…”

Section: Emotional Movementmentioning

confidence: 99%

Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education

2013

View full text Add to dashboard Cite

To speed up and facilitate the process of bilingualism or multilingualism, researchers and scholars have proposed many methods and approaches that have mostly grown out of linguistic, psychological, or sociological schools of thought. However, this field has been slow to recognise the importance of emotional capacities, particularly the ones which the learners possess while learning their mother tongue and probably carry over to their L2 learning process. Drawing on the under-researched Developmental, Individual-Difference, Relationship-Based (DIR) model of language acquisition, this paper presents Emotion-Based Language Instruction (EBLI) as a new approach to bilingual education. The relevant concepts of Emotioncy, Emotionalization, and Inter-emotionality are introduced before the paper concludes by making suggestions as to how the applications of DIR to bilingual education might improve second/foreign language learning and teaching.

show abstract

Section: Emotional Movementmentioning

confidence: 99%

Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education

2013

View full text Add to dashboard Cite

show abstract

“…Del mismo modo, las mejoras reflejadas en el grupo experimental tras la intervención, concuerdan con los resultados hallados recientemente en otros estudios que también evaluaron comportamientos prosociales entre la población infantil (Moraru et al, 2011;Ştefan y Miclea, 2013). Concretamente, el programa PATHS Preschool llevado a cabo con alumnado de 3 años, produjo efectos positivos en variables como la cooperación y la independencia social después de un año de intervención, aunque en este caso los participantes procedían de un entorno socio-económico bajo (Domitrovich et al, 2007).…”

Section: Discussionunclassified

“…En este sentido, Romer, Ravitch, Tom, Merrell y Wesley (2011) hallaron diferencias claras a favor de las niñas (8-10 años) en cuanto a comportamientos empáticos, autorregulación y competencia social. No obstante, estudios similares al presentado aquí, llevados a cabo con sujetos de la misma edad, no encontraron diferencias de género entre los niños y las niñas en competencia social (Moraru et al, 2011;Ştefan y Miclea, 2013).…”

Section: Discussionunclassified

“…También se hallaron resultados positivos con alumnado de 4 años de edad tras la implementación del programa Aprender a Convivir (Benítez, Fernández, Justicia, Fernández y Justicia-Arráez, 2011a), dado que los alumnos pertenecientes al grupo experimental mejoraron de forma significativa con respecto a los del control en competencia social. En el ámbito internacional también se han obtenido resultados positivos tras la aplicación de programas de intervención educativa en población infantil, los cuales provocaron una mejora significativa en el comportamiento prosocial del alumnado (Kramer, Caldarella, Christensen y Shatzer, 2010;Domitrovich et al, 2007;Moraru, Stoica, Tomuletiu, Filpisan, 2011;Ştefan y Miclea, 2013).…”

unclassified

See 1 more Smart Citation

Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

2015

View full text Add to dashboard Cite

Social competence facilitates social and school adjustment of the individual and has emerged as one of the most important protective factor against the development of behavioral problems. Acquiring skills related to this competence depends largely on the environment and early stimulation, gaining importance the educational intervention programs. The aim of this study was to analyze the effects of an early intervention program (Aprender a Convivir) directed towards social competence development of three-year old children. Pretest and postest measures were taken among the participants and the comparison was performed between the control group (n=151) and the experimental group (n=162) through a repeated-measures mixed ANOVA. On the other hand an ANCOVA was carried out in order to eliminate the pretest differences between groups in the case that would be significant. The results indicate a significant improvement in the experimental group compared with the control group in all the social competence (cooperation d=0.32; interaction d=0.65; and social independence d=0.35) and conduct problem (internalizing d=0.63; and externalizing d=0.57) variables analyzed. Sex differences were also found.

show abstract

“…As with the Aprender a Convivir program, other early intervention programs that have also been evaluated have caused a positive improvement in the prosocial behavior of the pupils (Kramer, Caldarella, Christensen, & Shatzer, 2010;Domitrovich, Cortes, & Greenberg, 2007;Moraru, Stoica, Tomuletiu, & Filpisan, 2011). However, some programs that also contributed to the improvement of 4 year-old boys and girls in multiple variables related to social behavior did not produce significant effects on social cooperation, also measured with the PKBS-2, as occurred in the case of the Al's Pals program (Lynch, G eller, & Schmidt, 2004).…”

Section: Discussionmentioning

confidence: 99%

Longitudinal Study of the Effects of the Aprender a Convivir Program on Children’s Social Competence // Estudio longitudinal de los efectos del programa Aprender a Convivir en la competencia social infantil

2015

View full text Add to dashboard Cite

Social competence is considered one of the fundamental protection factors in the emergence of behavior problems since facilitates the social adjustment of subject and their psychological wellbeing. The investigation analyze the impact of a universal prevention program on three dimensions of social competence: cooperation, interaction and social independence. This is a quasi-experimental longitudinal study where the evolution of 91 children from 3 to 5 years of age is observed. Data analysis is carried out through a repeated-measures mixed ANOVA, where three factors were included: time (6 measurements), group and gender. Results show participant improvement on all the variables that were analyzed. The change becomes clearly evident in the experimental group after the first year of intervention, and this change continues over the next two years. There are small effects from the intervention program on social interaction (d = 0.20), moderate effects on social cooperation and social independence (d = 0.64 and d = 0.71, respectively) and large effects on the global measurement of social competence (d = 1.04).

show abstract

Evaluation of a Program for Developing Socio-Emotional Competencies in Preschool Children

Cited by 20 publications

References 0 publications

Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education

Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education

Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años

Longitudinal Study of the Effects of the Aprender a Convivir Program on Children’s Social Competence // Estudio longitudinal de los efectos del programa Aprender a Convivir en la competencia social infantil

Contact Info

Product

Resources

About