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children-10-01825-v2
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
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  • 2023
Published in:
  • Children. - 2023, vol. 10, no. 11
Emotion
Children
Preschool
Kindergarten
Training
Transfer
Language
Mathematics
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.
Language
  • English
License
CC BY
Open access status
gold
Identifiers
Persistent URL
https://fredi.hepvs.ch/hepvs/documents/326756
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