Main Article Content

Beatriz Echeverría
Universidade da Coruña
Spain
https://orcid.org/0000-0003-0751-4664
Biography
Silvia López-Larrosa
Universidad de A Coruña
Spain
https://orcid.org/0000-0002-8200-8692
Biography
Paula María Mendiri Ruiz de Alda
Universidade da Coruña
Spain
https://orcid.org/0000-0003-4706-4450
Biography
Vol. 7 No. 2 (2020), Articles, pages 174-183
DOI: https://doi.org/10.17979/reipe.2020.7.2.7101
Submitted: Oct 31, 2020 Accepted: Nov 15, 2020 Published: Dec 1, 2020
How to Cite

Abstract

School is an ideal context for the development of knowledge other than purely academic learning. Emotional skills and competencies should share educational space with cognitive learning in order to ensure the full development of each student. Our aim was to study changes in the emotional awareness and social competence of children attending a six-weekly session socioemotional educational programme called CODIP-R, which was implemented in a school’s classroom. Participants were 83 first graders (mean age = 6.18 years, SD = 0.42) enrolled in four regular schools in the city of A Coruña. Children were evaluated before and after their participation in CODIP-R using an instrument created ad-hoc. Analyses showed that participants improved their emotional awareness (higher identification of positive and negative emotions, higher emotional self-awareness and higher competence to identify other children's emotional states) and their social competence (higher competence to suggest solutions to interpersonal problems, both their own and between others). These data show that a brief school-based programme may have beneficial effects on children’s emotional awareness and social competence.

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