Examinando por Materia "Competencias emocionales"
Mostrando 1 - 3 de 3
Resultados por página
Opciones de clasificación
- PublicaciónAcceso abiertoCompetencias emocionales(2013) Castillo Rodríguez, Leidy Viviana; Montoya Marín, Erika Yuliana; Meneses Ariza, Julia RaquelThe present work is a literature review that emphasizes on the emotional competences, and which is its influence in the human beings lives; due to this, it makes reference to the antecedents of the emotions from the philosophy, anthropology, the biological model, and more narrowly from the psychology and its most relevant currents like: the dynamic, the humanism and the cognitive-conductal, alluding the investigators that have had influence with their thinking and interests in the topic. In the same way, the concept of intelligence and its influence are integrated in the management of the emotions, boarding the emotional intelligence with investigators like Goleman, Salovey among others. Finally, in the conceptual framework is exposed in a concluding way the topics that work as a referent for the justification of this work.
- PublicaciónAcceso abiertoLas competencias emocionales en los docentes de primera infancia y su incidencia en el acompañamiento a los niños en su dimensión socioafectiva(2021) Rendón Bueno, Ana María; Dávila Ramírez, Isabel; Hamidi Pinzón, Milady; Serna Hernández, Diana MaríaThe research on Emotional competencies in early childhood teachers and their incidence in the accompaniment of children in their socio-affective dimension, based on the desk review from a qualitative approach, had the purpose of developing the state of the art about the characteristics of the emotional competences that the early childhood education teacher must have in his pedagogical practice to accompany the children in their socio-affective dimension. It involved the review of 30 research papers from the last decade (2010-2020). Within this there are great theoretical contributions to the concept of emotional competences, which leads to broadening the vision that is had regarding teacher’s performance and its influence within the socio-affective dimension, which is part of the education and training of children. In synthesis, it seeks to contribute to the reflection and awareness of emotional work within the initial educational context, which refers that the teachers in charge of education must acquire the necessary bases to develop emotional competencies from preschool education. In the same way, it is intended to generate a significant contribution that includes aspects related to the emotional coefficient within the teaching role and its influence within the educational and training process of infants.
- PublicaciónAcceso abiertoEstudio correlacional entre competencias emocionales y violencia escolar en una muestra de niños y niñas entre 7 y 8 años de una institución educativa oficial del distrito de Cartagena(2019-10-24) Mosquera Araujo, Karol Virginia; Jiménez Pacheco, Angélica María; De la Ossa Sierra, Johana CarolinaThe main objective of this research is to describe the emotional competences and type of school violence present in students between 7 and 8 years of age of an official educational institution of the district of Cartagena. The problem approach describes what happens to student relationships and how they resolve the conflicts in the classroom, For this reason, objectives were set according to the problem and categories of analyses were created that allowed information to be obtained from the context for conducting the research. To formalize the research, a theoretical framework was created that took into account the different concepts and variables related to emotional competences, school violence and the relationship between these two categories. The theoretical framework served as the basis for the methodology, which focused on the correlational quantitative approach and allowed direct observation of the object studied using tools to collect relevant information, as they were: direct observation, questionnaire on school violence and the Batelle test that guided research on the characteristics of emotional competences in the students. With the application and analysis of the results, it was possible to clarify the characteristics of the students emotional competences and to determine that the predominant type of violence is verbal. It was also found that the relationship between violence and the social role is negative because as long as a student knows how to handle his emotions and recognize those of others, he has better relationships in the school. It is concluded that emotional competences are fundamental in the classroom