Emotional self-regulation skills and interpersonal problem-solving skills in preschoolers: experience report

• Autor(a) principal: Bonfatti, Júlia Stersi
• Data de Publicação: 2021
• Outros Autores: Costa, Ailana Garcia Meira, Lutz, Amanda Guimarães, Bastos, Mayara Oliveira, Rodrigues, Marisa Cosenza
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia Revista (Online)
• Texto Completo: https://revistas.pucsp.br/index.php/psicorevista/article/view/51706
• topic: autorregulação emocional; resolução de problemas interpessoais; educação infantil; saúde mental; prevenção e promoção; autorregulación emocional; resolución de problemas; primera infancia; salud mental; prevención y promoción; emotional self-regulation; interpersonal problem-solving; preschool; mental health; preventing and promotion

This paper reports on the experience of a group of students, associated with the Tutorial Education Program of the Ministry of Education in Brazil, with a project to promote emotional self-regulation skills and interpersonal problem-solving skills in a preschool. Pre school is known as a strategic period for prevention and promotion actions in mental health and schools are the most proper environment for proactive actions. About 80 students participated, with an average age of 5 years old, from four second period classes of a public city preschool in the city of Juiz de Fora, state of Minas Gerais. The intervention was subdivided into two axes: emotional self-regulation and interpersonal problem-solving. Each axis was developed through six weekly meetings, using playful and audiovisual resources. The intervention was assessed positively by the teachers, who reported that the children learned and used the concepts, applying them in the classroom. In conclusion, projects like this should be stimulated more often in schools, given their potential for preventing aggressive behaviors and promoting socio-emotional development in early childhood.