Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years

Lafay, Anne; Berger, Carole; Alaria, Laura; Angonin, Sonia; Dalla-Libera, Nathalie; Richard, Sylvie; Cavadini, Thalia; Gentaz, Edouard

doi:10.3390/children10111825

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Journal article

Impact of Innovative Emotion Training in Preschool and Kindergarten Children Aged from 3 to 6 Years

Apprentissages fondamentaux

Lafay, Anne ORCID Department of Psychology, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Centre Nationale de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France
Berger, Carole Department of Psychology, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Centre Nationale de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France
Alaria, Laura Department of Psychology, Univ. Grenoble Alpes, Univ. Savoie Mont Blanc, Centre Nationale de la Recherche Scientifique (CNRS), Laboratoire de Psychologie et NeuroCognition (LPNC), 38000 Grenoble, France
Angonin, Sonia French Ministry of National Education, 75007 Paris, France
Dalla-Libera, Nathalie French Ministry of National Education, 75007 Paris, France
Richard, Sylvie ORCID HEPVS - UNIGE
Cavadini, Thalia ORCID Faculty of Psychology and Educational Science, University of Geneva, 1205 Geneva, Switzerland
Gentaz, Edouard ORCID Faculty of Psychology and Educational Science, University of Geneva, 1205 Geneva, Switzerland

2023

Published in:

Children. - 2023, vol. 10, no. 11

English Children’s emotional abilities have been shown to be related to academic performance, peer acceptance, and in-school adjustment. The main objective of this study was to evaluate the effect of innovative emotion training designed to promote the emotional abilities of 316 preschool/kindergarten children aged from 3 to 6 years old enrolled in public schools in the first three levels (L1, L2, and L3). Another objective was to examine the transfer effects on language comprehension and mathematics abilities. The emotion training (eight sessions) focused on the identification, comprehension, and expression of emotions and were co-constructed with teachers. Children were tested before and after the training on emotion, language, and mathematics skills. Results showed an improvement in emotional abilities in young children of L1 (3–4 years) and L2 (4–5 years) in the intervention group compared to those in the non-intervention group. Also, although children’s emotion basic abilities were correlated with their language comprehension and mathematics abilities, the nature of this link was not demonstrated to be causal. Findings are discussed in regard to the influence of the level and in regard to links with academic variables.

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