Improving Emotional Competence Through Mediated Reading: Short Term Effects of a Children's Literature Program

Simple item page
dc.contributor.authorRiquelme Mella, Enrique
dc.contributor.authorMontero, Ignacio
dc.date2013
dc.date.accessioned2021-04-30T16:35:20Z
dc.date.available2021-04-30T16:35:20Z
dc.description.abstractWe synthesize three theoretical strands related to early childhood education: Vygotsky's ideas on development, the construct of emotional competence, and the tradition of adult-mediated reading. We designed and implemented an early intervention program to encourage children's emotional competence through adult-mediated reading of children's literature. Ninety-two children (6-8 years old) participated and were divided into three groups. We implemented a pre-post quasi-experimental design with two quasi-control groups. We measured facial emotion recognition, empathy, and emotional lability as dependent variables. Results indicate that the experimental group scored the best in all dimensions. We conclude with encouraging children's emotional competence through formal education.
dc.identifier.citationMIND CULTURE AND ACTIVITY,Vol.20,226-239,2013
dc.identifier.doi10.1080/10749039.2013.781185
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3103
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceMIND CULTURE AND ACTIVITY
dc.titleImproving Emotional Competence Through Mediated Reading: Short Term Effects of a Children's Literature Program
dc.typeArticle
uct.catalogadorWOS
uct.indizacionSSCI
Files
Collections
MigraciĆ³n Web of Science