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

Autores/as

  • Marta Giménez-Dasí
  • Laura Quintanilla

DOI:

https://doi.org/10.14635/ipsic.1898

Palabras clave:

Desarrollo socioemocional, intervención dialógica, entorno sociocultural, niños gitanos

Resumen

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. 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.

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Biografía del autor/a

Laura Quintanilla

Facultad de Psicología. UNIVERSIDAD NACIONAL DE EDUCACIÓN A DISTANCIA

Citas

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Publicado

2022-02-01

Cómo citar

Giménez-Dasí, M., & Quintanilla, L. (2022). El diálogo emocional como herramienta para reducir los efectos de la desigualdad social. INFORMACIO PSICOLOGICA, (122), 28–45. https://doi.org/10.14635/ipsic.1898