1,721,013 research outputs found
Cambiamo prospettiva. Un percorso per sviluppare la comprensione di sé e dell’altro alla scuola dell’infanzia
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La conoscenza delle emozioni nei bambini in eta' scolare
Full text linkThe study analyzed children's knowledge of three basic emotions: happiness, sadness and anger. Subjects (N= 139, subdivided into 2 age groups: 8.2 and 12.2 years old) were asked twice to report an event they had personally experienced for each emotion, once orally, and once in written form. The qualitative and quantitative analyses that were carried out on children’s reports showed that: a) children's representation of emotional experiences is very complex, and comprises several components; b) the richness of the representation, and the specific kinds of concepts that children express develop as a function of age; c) the representation of emotional experience comprises profiles that are typical of each emotion; d) in their description of a few components of the emotional experience, younger subjects show a greater easiness when talking than when writing about it, whereas older subjects display the opposite trend. On the whole, the obtained results suggest that an indirect method of data collection, coupled with the use of analytic coding scheme allows us to detect very important aspects of children’s emotional knowledge that were somewhat neglected in previous studies
Lo sviluppo psicologico tra continuità e cambiamento. Verso un sistema integrato 0-6 anni
No full textMindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking
No full textResearch Findings: In order to investigate the effects of a mindfulness-based intervention on preschooler’s social-emotional learning skills, the present pre-post test pilot study assessed prosocial behavior, self-regulation and perspective taking in 21 preschool children, randomly assigned either to the experimental or the control group. Children who received the intervention showed significant improvements in prosocial behavior, in the inhibitory processes of self-regulation and in the ability of perspective taking, particularly in its emotional and cognitive components. Practice or Policy: These preliminary findings, which should be supported by further empirical investigation in larger samples, encourage the use of mindfulness-practices in preschool-age children in order to enhance social-emotional competence
Meta-emotional philosophy and emotional socialization's styles in a group of mothers living in mother-child communities [Filosofia meta-emotiva e stili di socializzazione emotiva in un gruppo di mamme residenti in comunità mamma-bambino]
No full textThe present research aims at analyzing, through the use of different instruments (QSE, ERPS, MEI-PV), the meta-emotional philosophy and the emotional socialization's styles of a group of 43 Italian and non-Italian mothers aged between 20 and 45 years and living in mother-child communities with their children. Contrary to some research in literature, the results show that mothers are able to "tune" with their own emotions and those of their children, but experience difficulty with emotional expression, management and regulation. In particular, anger that is experienced by both themselves and their children, is the most difficult emotion to manage. Copyright © 2016 FrancoAngeli
How do children represent their ECEC spaces? An investigation by means of drawings and interviews
Full text linkThe present study aimed to conduct a detailed investigation of children's representation of ECEC spaces by means of drawings and interviews. The drawings provide information at an implicit level related to children's physical (physical characteristics of the space), behavioral (behaviors acted out in the space), relational (relationships that occur in space) and emotional (emotions that connote the space) experiences of the space
‘Putting oneself in someone else's shoes during childhood: How to learn it’ Training for preschool age children
No full textBackground. Perspective-taking, defined as the aptitude to understand the cognitive, affective and visual point of view of others, represents a social ability fundamental for the development of socio-cognitive and affective skills. Aims. The aim of the present study was to evaluate the possibility of promoting perspective-taking in typically developmental pre-schoolers using an evidence-based training procedure. Sample and Method. The research used a pre-test/post-test quasi-experimental design in which 206 typically developmental preschoolers (104 males and 102 females) were categorized into the experimental or the control group. In order to try to improve perspective-taking, we proposed an evidence-based ecological intervention inside the kindergarten in which children, in small groups, were involved in activities such as storytelling, discussion, drawing and dramatization. We measured the perspective-taking ability through several tests, and prosocial behavior through repeated ecological non-participant observations both before and after the training. The training, which lasted 15 days, was subdivided into nine different sessions, each lasting 45 minutes, and involved small groups of 6-7 children. Before and after the training, each child completed nine perspective-taking tasks (three tasks for each perspective-taking dimension) and was observed three times, each one for 45 minutes, on different days. Results. Results showed a significant increase in perspective-taking scores after training in the experimental condition relative to the control condition, supporting the possibility of promoting-perspective taking ability in preschoolers. An increase in prosocial behavior after training was also observed in the experimental group as compared with the control group. Conclusion. In conclusion, these results suggest it is possible to improve perspective-taking in pre-schoolers, also promoting prosocial abilities
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