Percepción, valoración y expresión de las emociones en niños de la etapa infantil en tiempos de pandemia
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Fecha
2021
Autores
Gonzales Ibañez, Nidia Marcela
Ching Vieira, Eileen Johanna
Ramos Ariza, Jesús David
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La percepción, valoración y expresión de las emociones en niños es un tema de suma importancia que se debe abordar, debido a lo que está ocurriendo en el mundo con la llegada del virus COVID19. Este virus ha generado unos cambios en la vida del niño y sus familias, debido a que han tenido que adaptarse a muchas situaciones de manera repentina y los padres han tenido que aplicar precauciones frente al COVID – 19. La pandemia constituye tanto una crisis de salud como una amenaza social y económica, la cual crea situaciones de riesgo en la salud emocional, particularmente para los más vulnerables que son los niños, adolescentes y sus familias.
Diversos autores se han acercado a la definición del término emoción, dentro de los cuales destaca Goleman (1997), quien afirma que “las emociones se refieren a un sentimiento y a los pensamientos, los estados biológicos, los estados psicológicos y el tipo de tendencias a la acción que lo caracterizan” (p. 173). En ese sentido se puede evidenciar la complejidad del concepto ya que Goleman relaciona las emociones con la parte biológica, psicológica y sentimental del ser humano.
Por otro lado, se observa que, para James, (1884) las emociones son una secuencia de sucesos que comienzan con la ocurrencia de un estímulo y finaliza con una experiencia emocional consciente. Lo que quiere decir que para que una emoción pueda ser producida se deben experimentar una serie de experiencias y que estas experiencias traigan consigo unos factores y estímulos ya sean internos o externos determinantes que afecten directamente al ser humano ya sea de manera positiva o negativa. Así mismo, Carrasco (2003) señala que las emociones infantiles tienen algunas características diferenciales respecto de las de los adultos, son menos variables, más intensas y versátiles.
En este sentido, el desarrollo emocional en los niños de 3 a 6 años está enfocado hacia el conocimiento de normas y valores sociales y como se sienten ellos con estas al ser una edad en la que ya han podido desarrollar ciertas habilidades lo niños a esta edad ya tienen la capacidad de ocultar, controlar, comprender y expresar algunas emociones por medio del lenguaje verbal y no verbal. En relación a eso, Mayer y Salovey (1997), definen la inteligencia emocional como la capacidad para percibir, valorar y expresar emociones con
exactitud, la capacidad para acceder a sentimientos (o generarlos), que faciliten el pensamiento. Para esta investigación se toma este modelo en su primera rama.
Actualmente las emociones de los niños se han visto afectadas a causa del confinamiento, a partir de las declaratorias de aislamiento obligatorio en todo el mundo, esta población se vio volcada a la adaptación abrupta a una nueva realidad, en la que su cotidianidad se vio truncada por un resguardo obligatorio, pero sobre todo, necesario.
The perception, assessment and expression of emotions in children is a very important issue that must be addressed, due to what is happening in the world with the arrival of the COVID19 virus. This virus has generated changes in the lives of children and their families, due to the fact that they have had to adapt to many situations suddenly and parents have had to apply precautions against COVID - 19. The pandemic constitutes both a health crisis as a social and economic threat, which creates risk situations in emotional health, particularly for the most vulnerable, children, adolescents and their families. Various authors have approached the definition of the term emotion, among which Goleman (1997) stands out, who states that “emotions refer to a feeling and thoughts, biological states, psychological states and the type of tendencies to the action that characterizes it ”(p. 173). In this sense, the complexity of the concept can be evidenced since Goleman relates emotions with the biological, psychological and sentimental part of the human being. On the other hand, it is observed that, for James, (1884) emotions are a sequence of events that begins with the occurrence of a stimulus and ends with a conscious emotional experience. Which means that for an emotion to be produced, a series of experiences must be experienced and that these experiences bring with them certain factors and stimuli, whether internal or external, that directly affect the human being, either positively or negatively. Likewise, Carrasco (2003) points out that children's emotions have some differential characteristics with respect to those of adults, they are less variable, more intense and versatile. In this sense, emotional development in children from 3 to 6 years of age is focused on the knowledge of social norms and values and how they feel about them, being an age in which children at this age have already been able to develop certain skills. they already have the ability to hide, control, understand and express some emotions through verbal and non-verbal language. In relation to this, Mayer and Salovey (1997) define emotional intelligence as the ability to accurately perceive, value and express emotions, the ability to access feelings (or generate them), which facilitate thinking. For this research, this model is taken in its first branch. Currently the emotions of children have been affected by confinement, from the declarations of compulsory isolation around the world, this population was overturned to abrupt adaptation to a new reality, in which their daily life was truncated for a mandatory, but above all, necessary safeguard.
The perception, assessment and expression of emotions in children is a very important issue that must be addressed, due to what is happening in the world with the arrival of the COVID19 virus. This virus has generated changes in the lives of children and their families, due to the fact that they have had to adapt to many situations suddenly and parents have had to apply precautions against COVID - 19. The pandemic constitutes both a health crisis as a social and economic threat, which creates risk situations in emotional health, particularly for the most vulnerable, children, adolescents and their families. Various authors have approached the definition of the term emotion, among which Goleman (1997) stands out, who states that “emotions refer to a feeling and thoughts, biological states, psychological states and the type of tendencies to the action that characterizes it ”(p. 173). In this sense, the complexity of the concept can be evidenced since Goleman relates emotions with the biological, psychological and sentimental part of the human being. On the other hand, it is observed that, for James, (1884) emotions are a sequence of events that begins with the occurrence of a stimulus and ends with a conscious emotional experience. Which means that for an emotion to be produced, a series of experiences must be experienced and that these experiences bring with them certain factors and stimuli, whether internal or external, that directly affect the human being, either positively or negatively. Likewise, Carrasco (2003) points out that children's emotions have some differential characteristics with respect to those of adults, they are less variable, more intense and versatile. In this sense, emotional development in children from 3 to 6 years of age is focused on the knowledge of social norms and values and how they feel about them, being an age in which children at this age have already been able to develop certain skills. they already have the ability to hide, control, understand and express some emotions through verbal and non-verbal language. In relation to this, Mayer and Salovey (1997) define emotional intelligence as the ability to accurately perceive, value and express emotions, the ability to access feelings (or generate them), which facilitate thinking. For this research, this model is taken in its first branch. Currently the emotions of children have been affected by confinement, from the declarations of compulsory isolation around the world, this population was overturned to abrupt adaptation to a new reality, in which their daily life was truncated for a mandatory, but above all, necessary safeguard.
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Palabras clave
Emociones infantiles, Percepción de emociones infantiles, Valoración de emociones infantiles, Expresión de emociones infantiles, Covid 19, Children's emotions, Perception of children's emotions, Assessment of children's emotions, Expression of children's emotions, Covid 19
