El diálogo emocional como herramienta para reducir los efectos de la desigualdad social

• Autores: Marta Giménez Dasí
• Localización: Informació psicològica, ISSN 0214-347X, Nº. 122 (Julio - diciembre: Infancia en riesgo), 2021, págs. 28-45
• Idioma: español
• Títulos paralelos:
  • Emotional dialogue as a tool to reduce the effects of social inequality
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio tiene como objetivo comparar el conocimiento socioemocional en dos grupos de niños que pertenecen a entornos socioculturales muy diferentes y evaluar el impacto de una intervención dialógica en la mejora de estas competencias. Se seleccionó una muestra de 103 niños de 4 y 5 años de edad (61 caucásicos y 42 de etnia gitana) que se dividieron en grupo control (N = 49) y experimental (N = 54). Los niños fueron evaluados en conocimiento emocional, conocimiento de estrategias de interacción social y lenguaje antes y después de la intervención. Los profesores de los centros escolares realizaron una intervención dentro del aula basada en el diálogo. Los resultados muestran importantes diferencias previas entre ambos grupos y mejoras significativas tras la intervención en aspectos diferenciados. Los niños de etnia gitana mejoraron en conocimiento emocional y los niños caucásicos mejoraron el conocimiento de estrategias de interacción social. El diálogo sobre cuestiones emocionales se perfila como una herramienta útil que desde el entorno escolar puede ayudar a compensar las desigualdades que los entornos desfavorecidos provocan en el desarrollo emocional de los niños.

  • English

    Social-emotional knowledge is a basic tool that human beings use to adjust psychologically. Parents’ narrative styles and socio-cultural background are key factors in this developmental process. This study aims to compare social-emotional knowledge in two groups of children from very different socio-cultural environments and to determine to what extent a dialogue-based intervention might improve these skills. 103 preschoolers between the ages of 4 and 5 (42 Roma and 61 non-Roma) were divided into control (N = 49) and experimental group (N = 54). Children were assessed for emotional knowledge, social interaction strategies and language skills before and after the intervention. Teachers implemented a dialogue-based intervention in the classroom. We found major differences prior to the intervention between both groups and significant improvements afterwards in various aspects. Roma children improved their emotional knowledge and non-Roma children improved their knowledge on social interaction strategies. Talking about emotions appears to be a useful tool, which can help compensate for the inequalities caused by underprivileged backgrounds on children’s emotional development.

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