El objetivo de la investigación fue evaluar la participación de los niños que asisten a los talleres de vacaciones de una ONG. Se trabajó con el modelo teórico de Bisquerra (2013), quien realizó estudios relacionados a la emoción y la educación emocional. En referencia al método utilizado es cualitativa y se definió un estudio de caso. La población estuvo conformada por 15 niños, cuyas edades oscilan de 6 a 9 años de un curso de vacaciones organizado por una ONG. El instrumento utilizado fue la observación y registros antes y después del taller “Mis emociones y yo”. Los resultados que se obtuvieron, muestran que los participantes al culminar el programa presencian cambios con respecto a su educación emocional, logrando un reconocimiento y aceptación de ellos. Por lo tanto, se llegó a la conclusión de que el taller favorece en el desarrollo de la Inteligencia Emocional de los niños, que así obtienen competencias que se relacionen en la percepción, apreciación y discernimiento de sus emociones. / The objective of the research was to evaluate the participation of children who attend NGO holiday workshops. We worked with the theoretical model of Bisquerra (2013), who carried out studies related to emotion and emotional education. In reference to the method used, it is qualitative and a case study was defined. The population consisted of 15 children, whose ages range from 6 to 9 years of a vacation course organized by an NGO. The instrument used was observation and records before and after the "My Emotions and Me" workshop. The results obtained show that the participants at the end of the program witness changes regarding their emotional education, achieving recognition and acceptance of them. Therefore, it was concluded that the workshop favors the development of the Emotional Intelligence of children, who thus obtain competences that are related in the perception, appreciation and discernment of their emotions. / Trabajo de investigación

Actualmente, es necesaria una educación centrada básicamente en el conocimiento, desarrollo y control de las emociones. Mayor aún, al vivir una etapa pospandemia, en la que los más pequeños han sufrido una serie de alteraciones en sus rutinas, produciendo un impacto negativo, en la convivencia escolar. Con lo observado en la problemática, se propuso como objetivo diseñar un programa de educación emocional dirigido a niños de cinco años. La metodología de la investigación es de diseño propositiva no experimental, tomando una muestra a 28 niños de cuyo resultado se obtuvo que el 79% de los estudiantes se encontraban en nivel de inicio. El resultado comprueba la complicada situación de convivencia que actualmente manifiestan los niños de esta edad. Por ello, se plantea un programa de educación emocional conformado por 16 talleres, con el fin de que los menores, reconozcan y expresen positivamente sus emociones. Se concluye que los talleres son una estrategia para potenciar una interrelación más sana, armoniosa y tolerante entre los compañeros del aula, con el que se promueva una educación emocional a fin de evitar mayores consecuencias de las que hoy vemos. / Currently, an education basically focused on the knowledge, development and control of emotions is necessary. Even greater, living in a post-pandemic stage, in which the little ones have suffered a series of alterations in their routines, producing a negative impact on school coexistence. With what was observed in the problem, the objective was proposed to design an emotional education program aimed at five-year-old children. The research methodology is a non-experimental purposeful design, taking a sample of 28 children, the result of which was that 79% of the students were at the beginning level. The result confirms the complicated coexistence situation that children of this age currently experience. For this reason, an emotional education program is proposed consisting of 16 workshops, so that minors recognize and express their emotions positively. It is concluded that the workshops are a strategy to promote a healthier, more harmonious and tolerant interrelationship between classmates, with which emotional education is promoted in order to avoid greater consequences than those we see today.

Therapeutic education initiatives embodying a whole child approach can be seen to address the intellectual, emotional, bodily and spiritual as being part of a child’s educational self. Through designing and implementing the concept of “aesthetic life narratives” in a primary school classroom, my research produces a curricular example of how therapeutic notions such as those found in psychological thought can be integrated into contemporary Scottish education through narrative and aesthetic means, exemplifying how individual children can make sense of expressive processes and roles introduced to them in an educational context. The specific characteristics of the research space and the particular interactive quality of research participation also illustrate how different children are able to participate in a short-term emotional education intervention specifically designed to be empowering. At the same time, my experience shows that the complex dynamic between the subjective life of a researcher and the historical nature of a child’s experience with caregivers in their home life can shape educational/research experience, as well as its adult and child participants, in ways unanticipated. What transpired in the process of applying philosophical ideas to the real lives of children in my research produced ethical implications regarding critical reflexivity and the socio-cultural regard of the child that are of wider relevance to educators, researchers, counsellors and policy makers who interact with children in their own work.

Research has widely approached the benefits and potentials of nature contact and outdoor education on children’s emotional development. There is however little evidence on teachers’ approach and educational methods on emotional education in nature. This paper investigates the potentials of outdoor education for children’s development of emotional competences by exploring in which ways emotional education is included within the didactic methodologies in a Swedish “I Ur Och Skur” nature-based preschool. Through an ethnographic approach the author identified three main educational methods by which emotional education is included within the daily teaching in the outdoors: emotional expressiveness, direct sensory experience with nature and affective social interaction. This study contributes in two main ways: first, it shows how educators approach and include emotional learning in nature spaces as a mean to help children engage affectively with their social and natural world. Second, it highlights and illustrates the potentials of outdoor and emotional education in young children.

This Diploma thesis introduce an important pedagogue Mr. Ferdinand Krch of the 20th century. He was not only the pedagogue but he was also a writer, an editor, a warden and methodist.Thanks to an experimental housing called Dum detstvi in Horni Krnsko he became an important part of pedagogue history. He was also a part of another projects such as a Musical institution, Milicuv dům or Akce zamky. The Diploma thesis is also focused on his education theory which has been deposit in his handwritings archives in Narodni pedagogicke muzem and J.A.Komensky library in Prague. Resources for this Diploma thesis were available literature, handwritings and source documents.

Submitted by Márcio Maia (marciokjmaia@gmail.com) on 2016-08-10T18:31:36Z No. of bitstreams: 1 arquivototal.pdf: 1412108 bytes, checksum: f0883cbb045580ba2a19242a615e83bb (MD5) / Made available in DSpace on 2016-08-10T18:31:36Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1412108 bytes, checksum: f0883cbb045580ba2a19242a615e83bb (MD5) Previous issue date: 15-06-07 / Understanding the child in a comprehensive and systemic way, affectivity is an aspect which must be known and studied seriously and in depth, just as the cognitive aspect, which has been very much valued since the early days of formal education. Not only those, but other aspects such as the biological, social and psychological should be all seen as being intertwined and not as static and compartmentalized. This scientific knowledge is crucial when working with small children and must be present when discussing the training process and practice of early childhood educators, contributing to training that will give both professionals and children the tools to build a relationship that can identify and address the many different ways one can express one’s emotions, as well as their educational experiences. In that sense, this study aims to point out affectivity as a necessary aspect for training and practices of early childhood educators, showing the importance of the affective aspect for the adult-child relationship and seeking to propose education and experiencing of emotions as a possibility for a more human education, which is fundamental in relationships established in early childhood education between educators and children. To do so, research in literature was conducted, based on the assumptions of Kramer, Kuhlmann, Àries, Rossetti-Ferreira, Oliveira, among others, to discuss the child, early childhood, daycare and educator training; of Wallon (1971; 2007; 2008) to define what we understand by affectivity in a broader way and of Casassus (2009), Chabot and Chabot (2005) and Gonsalves (2015) as a theoretical-methodological support to propose contributions to education and experiencing of emotions of educators and, consequently, of children in early childhood education. From the studied theoretical, we conclude that affection, through the emotions must be understood and studied by the teachers of early childhood education so that they can learn to deal with themselves and with children in a balanced and healthy way and thus enable an affective pedagogical work. / Entendendo a criança de forma integral e sistêmica, defendemos que a afetividade constitui um aspecto que precisa ser conhecido e estudado com seriedade e afinco, assim como o aspecto cognitivo, tão valorizado desde os primórdios da educação formal. Mas não somente esses, os demais aspectos, como o biológico, o social, o psicológico, devem ser vistos de forma entrelaçada e não estanque, compartimentalizada. Esse conhecimento científico é primordial no trabalho com crianças pequenas, e deve estar presente nas discussões dos processos formativos e nas práticas das professoras de educação infantil, contribuindo para uma formação que possibilite, tanto ao profissional quanto à criança, subsídios para uma relação em que seja possível identificar as diversas formas de expressão das emoções, assim como a vivência educacional das mesmas. Nesse sentido, o presente trabalho objetiva apontar a afetividade como aspecto necessário para a formação e prática das professoras de educação infantil, mostrando a importância do aspecto afetivo para a relação adulto-criança e buscando propor a educação e vivência das emoções como possibilidade de uma educação mais humanizada, fundamental nas relações estabelecidas na educação infantil. Para tal, realizamos uma pesquisa bibliográfica, a partir dos pressupostos de Kramer, Kuhlmann, Àries, Rossetti-Ferreira, Oliveira, etc. para falar sobre criança, infância, educação infantil, creche e formação de professoras. Além disso, buscamos em Wallon (1971; 2007; 2008) a definição de afetividade de forma mais ampla, e Casassus (2009), Chabot D. e Chabot M. (2005) e Gonsalves (2015) como aporte teórico-metodológico para propor contribuições para a educação e vivências das emoções das professoras e, consequentemente, das crianças da educação infantil. A partir dos teóricos estudados, concluímos que a afetividade, através das emoções deve ser compreendida e estudada pelas professoras da educação infantil para que elas possam saber lidar com elas mesmas e com as crianças de forma equilibrada e saudável e assim, possibilitar um trabalho pedagógico afetivo.

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