La comprensión asíncrona de las emociones básicasun estudio longitudinal con niños de 3 a 5 años

  1. Laura Quintanilla 1
  2. Marta Giménez-Dasí 2
  3. Renata Sarmento-Henrique 3
  4. Beatriz Lucas-Molina 4
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  3. 3 Centro Universitario Cardenal Cisneros, Alcalá de Henares, Madrid, España
  4. 4 Universidad de Valencia, España
Mostrar afiliaciones +
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2022

Volumen: 28

Número: 1

Páginas: 71-79

Tipo: Artículo

DOI: 10.5093/PSED2021A27 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Resumen

El presente estudio tiene como finalidad explorar la trayectoria evolutiva de la comprensión de cuatro emociones en niños de tres a cinco años. Sabemos que los niños identifican las expresiones faciales y después entienden la causa de las emociones, pero ¿las emociones se comprenden a la vez, en el mismo momento evolutivo? Para llevar a cabo este estudio se evaluó de forma longitudinal a un grupo de 103 niños y niñas entre los 3 y los 5 años. A través del Test de Comprensión Emocional se midieron los componentes de identificación de la expresión emocional y el conocimiento de la causa de cuatro emociones –tristeza, alegría, enfado y miedo– a lo largo de los tres años. Los resultados confirmaron la estructura jerárquica de estos dos componentes encontrada en trabajos previos, siendo la identificación de la expresión facial el primer componente que se adquiere y la comprensión de la causa de la emoción el segundo. Además, se observó que la comprensión de estas cuatro emociones no ocurre sincrónicamente. Así, por ejemplo, la causa del miedo se comprende razonablemente bien a los tres años, mientras que la causa del enfado parece comprenderse más tardíamente. Además de profundizar en la pauta evolutiva de conocimiento emocional, este tipo de resultados podría ayudar a educadores y clínicos a ajustar los programas educativos dirigidos a mejorar el conocimiento y la competencia socioemocional de los niños de esta etapa educativa.

Referencias bibliográficas

  • Abe, J. A. A. e Izard, C. E. (1999). The developmental functions of emotions: An analysis in terms of differential emotions theory. Cognition and Emotion, 13(5), 523-549. https://doi.org/10.1080/026999399379177
  • Barrett, K. C. (1998). A functionalist perspective to the development of emotions. En M. S. Mascolo y S. Griffin (Eds.), What develops in emotional development? (pp. 109-133). Springer US.
  • Barrett, L. F., Adolphs, R., Marsella, S., Martinez, A. M. y Pollak, S. D. (2019). Emotional expressions reconsidered: Challenges to inferring emotion from human facial movements. Psychological Science in the Public Interest, 20(1), 1-68. https://doi.org/10.1177/1529100619832930
  • Barrett, L. F. y Russell, J. A. (2014). The psychological construction of emotion. Guilford Publications.
  • Bassett, H. H., Denham, S., Mincic, M. y Graling, K. (2012). The structure of preschoolers’ emotion knowledge: Model equivalence and validity using a structural equation modeling approach. Early Education and Development, 23(3), 259-279. https://doi.org/10.1080/10409289.2012 .630825
  • Bretherton, I., Fritz, J., Zahn-Waxler, C. y Ridgeway, D. (1986). Learning to talk about emotions: A functionalist perspective. Child Development, 57(3), 529-548. https://doi.org/10.2307/1130334
  • Campos, J. J., Mumme, D. L., Kermoian, R. y Campos, R. G. (1994). A functionalist perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59(2-3), 284-303. https:// doi.org/10.1111/j.1540-5834.1994.tb01289.x
  • Camras, L. A. (1992). Expressive development and basic emotions. Cognition and Emotion, 6(3-4), 269-283. https://doi.org/10.1080/02699939208411072
  • Camras, L. A. (2011). Differentiation, dynamical integration and functional emotional development. Emotion Review, 3(2), 138-146. https://doi. org/10.1177/1754073910387944
  • Cavioni, V., Grazzani, I., Ornaghi, V., Pepe, A. y Pons, F. (2020). Assessing the factor structure and measurement invariance of the Test of Emotion Comprehension (TEC): A large cross-sectional study with children aged 3-10 years. Journal of Cognition and Development, 21(3), 406- 424. https://doi.org/10.1080/15248372.2020.1741365
  • Chernyshenko, O., KankaraÅ¡, M. y Drasgow, F. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Education Working Papers, 173. OECD Publishing. https://doi.org/10.1787/db1d8e59-en
  • Cicchetti, D. y Ng, R. (2013). Emotional development in maltreated children. En K. H. Lagattuta (Ed.), Contributions to human development (vol. 26, pp. 29-41). S. KARGER AG. https://doi.org/10.1159/000354349
  • Cole, P. M. y Moore, G. A. (2015). About face! Infant facial expression of emotion. Emotion Review, 7(2), 116-120. https://doi. org/10.1177/1754073914554786
  • Denham, S. A. (1986). Social cognition, social behavior, and emotion in preschoolers: Contextual validation. Child Development, 57(1), 194- 201. https://doi.org/10.2307/1130651
  • Denham, S. A. (2007). Dealing with feelings: How children negotiate the worlds of emotions and social relationships. Cognition Brain and Behavior,11(1), 1-48.
  • Ekman, P. y Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3(4), 364-370. https://doi.org/10.1177/1754073911410740
  • Elfenbein, H. A. y Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: A meta-analysis. Psychological Bulletin, 128(2), 203-235. https://psycnet.apa.org/doi/10.1037/0033- 2909.128.2.203
  • Fernández-Sánchez, M., Giménez-Dasí, M. y Quintanilla, L. (2014). Toddlers’ understanding of basic emotions: Identification, labeling and causality [La comprensión temprana de las emociones básicas: identificación, etiquetado y causalidad]. Infancia y Aprendizaje, 37(3), 569-601. https://doi.org/10.1080/02103702.2014.965463
  • Garson, G. D. (2013). Longitudinal analysis. Statistical Associates Publishers.
  • Giménez-Dasí, M., Quintanilla, L. y Lucas-Molina, B. (2018). Scripts or components? A comparative study of basic emotion knowledge in Roma and non-Roma children. Early Education and Development, 29(2), 178-191. https://doi.org/10.1080/10409289.2017.1380393
  • Harris, P. L., de Rosnay, M. y Pons, F. (2016). Understanding emotion. En L. Feldman Barrett, M. Lewis y J. Haviland-Jones (Eds.), Handbook of emotions (3rd ed., pp. 293-306). The Guilford Press.
  • Hoehl, S. (2013). Emotion Processing in Infancy. En K. H. Lagattuta (Ed.), Contributions to human development (vol. 26, pp. 1-12). S. KARGER AG. https://doi.org/10.1159/000354346
  • Hoemann, K., Xu, F. y Barrett, L. F. (2019). Emotion words, emotion concepts, and emotional development in children: A constructionist hypothesis. Developmental Psychology, 55(9), 1830-1849. https://doi.org/10.1037/ dev0000686
  • Izard, C. E. (2007). Basic emotions, natural kinds, emotion schemas, and a new paradigm. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 2(3), 260-280. https://doi. org/10.1111/j.1745-6916.2007.00044.x
  • Izard, C. E. (2009). Emotion theory and research: Highlights, unanswered questions, and emerging issues. Annual Review of Psychology, 60(1), 1-25. https://doi.org/10.1146/annurev.psych.60.110707.163539
  • Izard, C. E. (2011). Forms and functions of emotions: Matters of emotioncognition interactions. Emotion Review, 3(4), 371-378. https://doi. org/10.1177/1754073911410737
  • Johnson, M. H., Jones, E. y Gliga, T. (2015). Brain adaptation and alternative developmental trajectories. Development & Psychopathology, 27(2), 425-422. https://doi.org/10.1017/S0954579415000073
  • Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B. y Stickle, L. (2017). Navigating social and emotional learning from the inside out. Looking inside and across 25 leading SEL programs: A practical resource for schools and OST providers (elementary school focus). Wallace Foundation.
  • Molina, P., Bulgarelli, D., Henning, A. y Aschersleben, G. (2014). Emotion understanding: A cross-cultural comparison between Italian and German preschoolers. European Journal of Developmental Psychology, 11(5), 592-607. https://doi.org/10.1080/17405629.2014.890585
  • Morgan, J. K., Izard, C. E. y King, K. A. (2010). Construct validity of the emotion matching task: Preliminary evidence for convergent and criterion validity of a new emotion knowledge measure for young children. Social Development, 19(1), 52-70. https://doi.org/10.1111/ j.1467-9507.2008.00529.x
  • OCDE. (2015). Skills for social progress: The power of social and emotional skills. OECD Skills Studies/OECD Publishing. https://doi. org/10.1787/9789264226159-en
  • Pons, F. y Harris, P. (2000). Test of emotion comprehension: TEC. University of Oxford.
  • Pons, F., Harris, P. L. y de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1(2), 127-152. https://doi.org/10.1080/17405620344000022
  • Pons, F., Lawson, J., Harris, P. L. y de Rosnay, M. (2003). Individual differences in children’s emotion understanding: Effects of age and language. Scandinavian Journal of Psychology, 44(4), 347-353. https:// doi.org/10.1111/1467-9450.00354
  • Russell, J. A. (1990). The preschooler’s understanding of the causes and consequences of emotion. Child Development, 61(6), 1872-1881. https://doi.org/10.1111/j.1467-8624.1990.tb03571.x
  • Saarni, C. (1999). The development of emotional competence. Guilford Press.
  • Saarni, C. y Harris, P. L. (Eds.). (1989). Cambridge studies in social and emotional development. Children’s understanding of emotion. Cambridge University Press.
  • Sánchez Puerta, M. L., Valerio, A. y Gutiérez Bernal, M. (2016). Taking stock of programs to develop socioemotional skills: A systematic review of program evidence. World Bank.
  • Sarmento-Henrique, R., Recio, P., Lucas-Molina, B., Quintanilla, L, y Giménez-Dasí, M. (2019). The role of language in the relationship between emotion comprehension and theory of mind in preschool children. International Journal of Emotional Education, 11(1). 169-176.
  • Shonkoff, J. P. (2017). Rethinking the definition of evidence-based interventions to promote early childhood development. Pediatrics, 140, e20173136. https://doi.org/10.1542/peds.2017-3136
  • Stein, N. L. y Levine, L. J. (1989). The causal organisation of emotional knowledge: A developmental study. Cognition and Emotion, 3(4), 343- 378. https://doi.org/10.1080/02699938908412712
  • Sullivan, M. W., Bennett, D. S., Carpenter, K. y Lewis, M. (2008). Emotion knowledge in young neglected children. Child Maltreatment, 13(3), 301-306. https://doi.org/10.1177/1077559507313725
  • Székely, E., Tiemeier, H., Arends, L. R., Jaddoe, V. W. V., Hofman, A., Verhulst, F. C. y Herba, C. M. (2011). Recognition of facial expressions of emotions by 3-year-olds. Emotion, 11(2), 425-435. https://doi.org/10.1037/ a0022587
  • Tracy, J. y Randles, D. (2011). Four models of basic emotions: A review of Ekman and Cordaro, Izard, Levenson, and Panksepp and Watt. Emotion Review, 3(4), 397-405. https://doi.org/10.1177/1754073911410747
  • Wrabel, S. L., Hamilton, L. S., Whitaker, A. y Grant, S. (2018). Investing in evidence-based social and emotional learning: Companion guide to social and emotional learning interventions under the Every Student Succeeds Act: Evidence review. RAND Corporation.
  • Widen, S. C. (2013) Children’s interpretation of facial expressions: The long path from valence-based to specific discrete categories. Emotion Review. 5(1), 72-77. https://doi.org/10.1177/1754073912451492
  • Widen, S. C. (2018). The development of children’s concepts of emotion. En L. F. Barret, M. Lewis y J. M. Haviland (Eds.), Handbook of emotions (pp. 307-318). Guilford Press.
  • Widen, S. C., Pochedly, J. T. y Russell, J. A. (2015). The development of emotion concepts: A story superiority effect in older children and adolescents. Journal of Experimental Child Psychology, 131, 186-192. https://doi.org/10.1016/j.jecp.2014.10.009 b
  • Widen, S.C. y Russell, J.A. (2008) Children acquire emotion categories gradually. Cognitive Development 23, 291–312. https://doi. org/10.1016/j.cogdev.2008.01.002
  • Zahn-Waxler, C. (2010). Socialization of emotion: Who influences whom and how? New Directions for Child and Adolescent Development, 2010(128), 101-109. https://doi.org/10.1002/cd.271
Fuente de los datos: Dialnet