Promover las Emociones en Educación Infantil: Descripción de eventos críticos dentro del aula

Abstract

There is an increasing interest in understanding the emotional nature of teaching and its impact on social and emotional development of children. We conducted an instrumental case study describing the emotional processes that occur in a second cycle preschool classroom. We have accompanied two preschool teachers of a public school in a metropolitan area close to Madrid and their respective students for three consecutive years. We have done in-depth interviews with the teachers and participant observation in each classes. Through thematic content analysis we have identiϐied aspects that are relevant around how teachers act within the class, their affective bonding with the children, the type of structure that allows the relationships and the network of relationships. In this communication we present a description of situations we have categorized as critical for their higher power or emotional demand and which are key in order to promote emotional competencies in the classroom