RESUMO
Resumen (analítico) La educación emocional es un objetivo que debemos incorporar en el proceso formativo de la primera infancia, trabajando desde la familia y la escuela. La presente investigación relaciona la promoción de la educación emocional con la emoción del miedo en los niños y niñas, promoviendo un mayor autoconocimiento personal y aceptación de la frustración ante situaciones adversas que puedan darse en su vida. Se llevó a través de un estudio de caso en tercer grado de educación infantil en un centro público de Toledo (España). En este participaron 24 niños y niñas, el profesorado que los atiende y sus familiares, consiguiendo, a través del desarrollo de actividades evidenciados a través de procesos de ludoevaluación, resultados positivos en lo concerniente a la participación, reconocimiento emocional y comunicación asertiva.
Abstract (analytical) Emotional education is an objective that needs to be incorporated in the formative process of early childhood, working in both families and schools. This research focuses on the promotion of emotio-nal education with the emotion of fear in boys and girls; promoting greater personal self-knowledge and acceptance of frustration in the face of adverse situations that may occur in their lives. The re-search was conducted as a case study in the third year of Preschool Education in a public school in Toledo (Spain). A total of 24 boys and girls participated along with the teachers who work with them and their families. Through the development of activities evidenced by ludo-evaluation processes, the study achieved positive results regarding participation, emotional recognition and assertive communication.
Resumo (analítico) A educação emocional é uma disciplina que devemos incorporar no processo educativo da primeira infância, trabalhando juntamente com a família e a escola. A presente investigação debruça-se sobre a promoção da educação da emoção do medo em crianças; com o intuito de promover um maior autoconhecimento e tolerância à frustração perante situações adversas que podem ocorrer na vida. A metodologia usada passou por um estudo de caso em Educação Infantil num centro público de Toledo (Espanha). Participaram no estudo 24 meninos e meninas, os seus professores e as suas famílias, e, por meio do desenvolvimento de atividades suportadas por processos de ludo-avaliação, foram alcançados resultados positivos em relação à participação, reconhecimento emocional e comunicação assertiva.
Assuntos
MedoRESUMO
Autonomy is conceptualized as the need for agency, self-actualization, and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual level (e.g., sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school level (e.g., program quality, online programs, face to face programs) on the academic achievement of young higher education Colombian students. Data come from the scores of the national standardized academic achievement test administered in 2018 in Colombia. The sample included 234,386 students enrolled in 3,389 higher education institutions in Colombia. After controlling the effects of program quality, and the student's previous academic abilities and socio-economic conditions, results showed that students with scholarships had higher scores than financially dependent students (those who had student loans) and financially independent students (those who self-funded their studies or who worked during the week) who had low scores in the national standardized academic achievement test.
