Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica
The COVID 19 pandemic generated consequences for children, reflecting the social and psychological impact worldwide due to changes such as the absence of face-to-face classes and the transfer of education to homes. This not only represented a challenge for children, but also for families and educati...
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Universidad de Costa Rica
2024
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/57180 |
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| author | Ureña Pinto, Melissa Tencio Avila, Kristel Sibaja Molina, Johanna |
| author_facet | Ureña Pinto, Melissa Tencio Avila, Kristel Sibaja Molina, Johanna |
| author_sort | Ureña Pinto, Melissa |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | The COVID 19 pandemic generated consequences for children, reflecting the social and psychological impact worldwide due to changes such as the absence of face-to-face classes and the transfer of education to homes. This not only represented a challenge for children, but also for families and educational institutions, who are in charge of the development of children's emotional regulation. This qualitative research based on grounded theory, aims to analyze the role of protective and risk factors related to the development of emotional regulation in children aged 4 and 5 years that were present during the context of remote education due to the COVID-19 pandemic. in 2020. For this, 5 interviews were conducted virtually with staff from an educational institution, as well as with 2 mothers of students who were in preschool in 2020, and a focus group with 5 mothers. In addition, an in-person activity was carried out with two groups of children, lasting approximately 40 minutes with each group, who were taught the story of the “Color Monster” to talk and identify emotions, as well as a space to paint and develop a dialogue, which allowed us to know their perspective of the pandemic, and the labeling of emotions they have. Protective and risk factors were also identified, such as listening to and discussing emotions, communication between family and school, support in the educational process, among others. It is concluded that, similar to international studies, this situation caused changes in daily routines, eating, sleeping, socialization with peers, and childhood emotions. For families it meant assuming a new role as educators for which they were not prepared. Both teachers and families highlighted the overload experienced. Protective and risk factors were identified such as listening to and discussing emotions, communication between family and school, support in the educational process, among others. |
| first_indexed | 2024-08-23T03:00:07Z |
| format | Online |
| id | INIE-RAIE-article-57180 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| last_indexed | 2024-08-23T03:00:07Z |
| publishDate | 2024 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-571802024-07-12T21:40:34Z Emotional regulation in 4- and 5-year-old children during the pandemic: protective factors and risks in a private institution in Costa Rica Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica Ureña Pinto, Melissa Tencio Avila, Kristel Sibaja Molina, Johanna desarrollo afectivo educación a distancia pandemia niñez emotional development distance education pandemic childhood The COVID 19 pandemic generated consequences for children, reflecting the social and psychological impact worldwide due to changes such as the absence of face-to-face classes and the transfer of education to homes. This not only represented a challenge for children, but also for families and educational institutions, who are in charge of the development of children's emotional regulation. This qualitative research based on grounded theory, aims to analyze the role of protective and risk factors related to the development of emotional regulation in children aged 4 and 5 years that were present during the context of remote education due to the COVID-19 pandemic. in 2020. For this, 5 interviews were conducted virtually with staff from an educational institution, as well as with 2 mothers of students who were in preschool in 2020, and a focus group with 5 mothers. In addition, an in-person activity was carried out with two groups of children, lasting approximately 40 minutes with each group, who were taught the story of the “Color Monster” to talk and identify emotions, as well as a space to paint and develop a dialogue, which allowed us to know their perspective of the pandemic, and the labeling of emotions they have. Protective and risk factors were also identified, such as listening to and discussing emotions, communication between family and school, support in the educational process, among others. It is concluded that, similar to international studies, this situation caused changes in daily routines, eating, sleeping, socialization with peers, and childhood emotions. For families it meant assuming a new role as educators for which they were not prepared. Both teachers and families highlighted the overload experienced. Protective and risk factors were identified such as listening to and discussing emotions, communication between family and school, support in the educational process, among others. La pandemia por COVID 19 generó consecuencias en la niñez. La afectación a nivel social y psicológico se reflejó mundialmente debido a cambios como la ausencia de clases presenciales y el traslado de la educación a los hogares. Esto no solo significó un reto para la niñez, sino también para las familias y para las instituciones educativas a cargo del desarrollo de la regulación emocional de esta. Esta investigación, de corte cualitativo y abordada según la teoría fundamentada, analiza el papel de los factores protectores y riesgosos relacionados con el desarrollo de la regulación emocional en niñez de 4 y 5 años, que estuvo presente durante el contexto de la educación remota por motivo de la pandemia por COVID-19 en el año 2020. Para esto se realizaron 5 entrevistas virtuales con personal de una institución educativa, con 2 madres de estudiantes que estuvieron en preescolar en el año 2020, y con un grupo focal de 5 madres. Además, se realizó una actividad presencial de aproximadamente 40 minutos con dos grupos de estudiantes, a quienes se les enseñó el cuento “Monstruo de colores” para conversar e identificar emociones. Asimismo, se abrió un espacio para pintar y desarrollar un diálogo con el fin de conocer la perspectiva de la pandemia y el etiquetamiento de emociones que poseían. Se concluyó que, de manera similar a estudios internacionales, esta situación desencadenó cambios en rutinas cotidianas, alimentación, sueño, socialización con pares y cambios en las emociones de la niñez. A su vez, para las familias, supuso asumir un nuevo rol como personas educadoras para el cual no estaban preparadas. Se identificaron factores protectores y riesgosos como la escucha y el diálogo de las emociones, la comunicación entre familia y escuela, el apoyo en el proceso educativo, entre otros. Universidad de Costa Rica 2024-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article texto application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/57180 10.15517/aie.v24i2.57180 Actualidades Investigativas en Educación; Vol. 24 No. 2 (2024): (May-August); 1-42 Actualidades Investigativas en Educación; Vol. 24 Núm. 2 (2024): (Mayo-Agosto); 1-42 Actualidades Investigativas en Educación; v. 24 n. 2 (2024): (Mayo-Agosto); 1-42 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/57180/59654 Derechos de autor 2024 Melissa Ureña Pinto, Kristel Tencio Avila, Johanna Sibaja Molina http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | desarrollo afectivo educación a distancia pandemia niñez emotional development distance education pandemic childhood Ureña Pinto, Melissa Tencio Avila, Kristel Sibaja Molina, Johanna Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica |
| title | Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica |
| title_alt | Emotional regulation in 4- and 5-year-old children during the pandemic: protective factors and risks in a private institution in Costa Rica |
| title_full | Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica |
| title_fullStr | Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica |
| title_full_unstemmed | Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica |
| title_short | Regulación emocional en la niñez de 4 y 5 años durante la pandemia: factores protectores y riesgosos en una institución privada en Costa Rica |
| title_sort | regulacion emocional en la ninez de 4 y 5 anos durante la pandemia factores protectores y riesgosos en una institucion privada en costa rica |
| topic | desarrollo afectivo educación a distancia pandemia niñez emotional development distance education pandemic childhood |
| topic_facet | desarrollo afectivo educación a distancia pandemia niñez emotional development distance education pandemic childhood |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/57180 |
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