El diálogo emocional como herramienta para reducir los efectos de la desigualdad social
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https://doi.org/10.14635/ipsic.1898Palabras clave:
Desarrollo socioemocional, intervención dialógica, entorno sociocultural, niños gitanosResumen
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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