Preprimary teachers’ emotional adjustment is important for both personal and professional wellbeing and small students´ development and wellbeing. However, little research has been conducted into emotional intelligence of preprimary teachers, despite their role as “socializers” in early childhood. The Trait Meta-Mood Scale was used to assess levels of perceived emotional intelligence in 418 future preschool teachers and four profiles were identified. Most had adequate levels, but we identified a group of students with inadequate levels of emotional attention. The findings highlight the importance of ensuring that teachers will be helped to develop different components of emotional intelligence during their initial training in college.
El equilibrio emocional de los maestro/as de educación Infantil es importante para su bienestar personal y profesional, y para el desarrollo de sus pequeños alumnos pero existe escasa investigación con este grupo, a pesar del importante papel como socializadores en edades tan tempranas. En este studio se usó el TMMS-24 para evaluar la inteligencia emocional percibida de 418 estudiantes universitarios de Educacion Infantil identificándose cuatro tipo de perfiles. Aunque la mayoría obtuvo niveles adecuados, se encontró un grupo con niveles problemáticos en atención emocional. Los resultados insisten en la importancia de ayudar a estos futuros maestros a desarrollar los diferentes elementos de la inteligencia emocional durante la formación inicial universitaria.
Objective -The aim of this paper is to describe the psychological development in three areas (cognitive, communicative-linguistic and social-emotional domains) of very preterm children and/or low birth weight, aged from 0 to 6 years, to discover if problems exist and if these difficulties remain, decrease or increase over time, up to 6 years of age, through of review of studies done in this population. Materials and methods -Seven databases were searched. The search yielded 975 studies and those related to cognitive, communicative-linguistic and social-emotional development in children without physical problems, ranging in age from birth to 6 years, gestational age less than 32 weeks and/or birth-weight less than 2499 grams were analyzed. Most of the 47 studies analyzed were conducted after 2005, focused on children aged 3-5 years, and compared preterm and full-term infants. ResultsThe studies agree that preterm children differ in many developmental domains but there is no consensus on others. Several studies found a close association between the three different areas analyzed. Conclusion -Early intervention of preterm and/or low birth weight children is the most important way to prevent and/or reduce academic, communicative and social-emotional (anxiety/depression) problems, and improve long-term adaptation to the environment, self-regulation, communication skills, social competence and academic performance in general.
El apego, el autoconcepto, la inteligencia y las experiencias tempranas adversas son factores fuertemente relacionados con el ajuste escolar y personal en la adolescencia, pero no hay estudios donde se analicen grupos que difieran en tales características. En este trabajo hemos estudiado la relación con el rendimiento académico en dos grupos de 30 adolescentes cada uno con 50% de chicos y chicas, con edades comprendidas entre los 13 y los 18 años (M = 13.9; DT = 1.242), con necesidades específicas de apoyo educativo por privación sociocultural (adoptados y acogidos), y adolescentes por altas capacidades intelectuales. Los resultados muestran que ambos grupos difieren en la historia escolar, el rendimiento académico, la dimensión académica del autoconcepto y el porcentaje de sujetos en apego inseguro preocupado. Las dimensiones más relacionadas con el apego inseguro han sido el autoconcepto familiar y emocional, mientras que el apego seguro estuvo relacionado positivamente con la dimensión académica del autoconcepto. El rendimiento académico estuvo relacionado también con el autoconcepto académico y familiar, y con el traumatismo.
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