scholarly journals Mención cualificadora en inteligencia emocional del Grado de Magisterio en Educación Infantil

2019 ◽  
pp. 3-13
Keyword(s):  
Emotional Intelligence ◽  
Teacher Training ◽  
Human Development ◽  
Emotional Development ◽  
Training Center ◽  
Initial Training ◽  
Labor Economic ◽  
Emotional Skills ◽  
The Social ◽  
The University

The social framework in which we operate today reflects continuous changes in different areas of human development (labor, economic, political, technological…), requires constant efforts of personal adaptation and involves significant differences from previous periods in the ways of relating to others and ourselves. From different theoretical tendencies, confirms the relevance of socio-emotional skills in order to face these unstable life situations effectively. And education has echoed this need. In a context of increasing national and international interest in emotional intelligence, we opted (in our Teacher Training Center Virgen de Europa - attached to the University of Cádiz) for an initial training that offers the possibility of analyzing and promoting the socio-emotional development of children and the teacher himself. We organize teaching around three subjects (theoretical and practical) that affect in a complementary way the field of emotional intelligence of future teachers.

Higher Education, Social Welfare, and Corruption

2019 ◽  
pp. 54-78
Author(s):  
Marlene M. Mendoza-Macías
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Wealth Distribution ◽  
Sustainable Human Development ◽  
The Social ◽  
The World ◽  
Primary Focus ◽  
The University ◽  
Social Management

The world is facing multiple changes and challenges; the environment shows inequalities, poverty, and corruption. Ecuador is not the exception. The man is declared the primary focus of the Ecuadorian Constitution to meet such changes. The objective of decreasing poverty, improving wealth distribution, and contributing to sustainable human development is unavoidable. In that context, the university has the pivotal role in generating interaction with society and its reality, to train professionals social and humanly responsible towards such facts, to promote the social management of knowledge from different action fields. The goal of this chapter is to specify the role of higher education institutions (HEIs) in a society where they take part, to draw up social responsibility of universities in Guayaquil and the challenges they face, as well as actions that contribute to the eradication of corruption and greater wellbeing of the society.

scholarly journals Perkembangan Emosi dan Sosial Pada Anak Usia Dini

2013 ◽  
Vol 18 (3) ◽  
pp. 423-438
Author(s):  
Novi Mulyani
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Human Development ◽  
Emotional Development ◽  
Social Emotional Development ◽  
Social And Emotional Development ◽  
Social Emotional ◽  
Social And Emotional ◽  
Complex Process ◽  
The Social

Abstract Human development is a complex process, which can be divided into four major domains, namely the physical, intellectual (including cognitive and language), as well as emotional and social (including moral development). In this paper the author will learn about the social and emotional development in early childhood. Social-emotional development of children is the sensitivity to understand other people’s feelings when interacting in everyday life. Social-emotional development is true can not be separated from each other. When discussing the social development of children it must intersect with the emotional development of children. Keywords: developmental, social, emotional, child.

scholarly journals “OUTDOOR TRAINING COMO METODOLOGÍA PARA POTENCIAR LA INTELIGENCIA EMOCIONAL EN NIÑOS Y ADOLESCENTES”

2016 ◽  
Vol 5 (1) ◽  
pp. 187
Author(s):  
Mario Alberto Silva Santos ◽  
Mª da Gloria Franco ◽  
Natalie De Nobrega Santos ◽  
Elisabete Porto Silva
Keyword(s):  
Emotional Intelligence ◽  
Young People ◽  
Outdoor Environment ◽  
Children And Young People ◽  
Emotional Skills ◽  
Key Word ◽  
Predominant Factor ◽  
Natural Settings ◽  
The University ◽  
Outdoor Training

Abstract.Currently the talent is the key word for any type of organization or institution. Supported by a change of mentality, which coincides with the entry of the century, the investigations begin to question the IQ (intelligence quotient) as the predominant factor in achieving social and professional success , going to defend the EQ (emotional quotient). Thus, we advocate processing in children and young people to equip them with differentiating competencies to develop talents. Outdoor Training, which places individuals in natural settings outside their comfort zone, has proved to be a methodology that enables better and faster learning than the traditional method. In this workshop we intend to demonstrate how socio-emotional skills can be worked in children and young people using this methodology. It will be developed four outdoor activities that allow participants to go through the experience and be able to assess the relevance and impact of this methodology. The workshop will be conduct with a maximum of 30 people, outdoor environment (off living classroom, on the grounds of the university). A team of researchers in the area of outdoor training and emotional intelligence will energized the workshop on the ground. The workshop will be evaluated through interviews and questionnaires of assessment.Keywords: Talent, Emotional Intelligence, Outdoor TrainingResumen.Actualmente el talento es palabra clave para cualquier tipo de organización e institución. Apoyados por un cambio de mentalidad, que coincide con la entrada del siglo XXI, las investigaciones comienzan a poner en duda el CI (coeficiente de inteligencia) como factor predominante para alcanzar éxito social y profesional, pasando a defender el CE (coeficiente emocional). Así, defendemos su perfeccionamiento en niños y jóvenes para dotarlos de competencias diferenciadoras y así poder desarrollar talentos.  El Outdoor Training, que coloca a los individuos en contextos naturales fuera de su zona de conforto, se ha mostrado como una metodología que permite mayor eficacia y rapidez de aprendizaje que el modelo tradicional. En este taller pretendemos demostrar cómo se pueden trabajar competencias socioemocionales en niños y jóvenes utilizando esta metodología. Iremos a desarrollar cuatro actividades de outdoor que permitan a los participantes pasar por la experiencia y así poder evaluar la pertinencia y el impacto de esta metodología. El taller será realizado con un máximo de 24 personas, en ambiente outdoor (fuera de sala de aula, en los jardines de la universidad). Un equipo de investigadores del área de outdoor training e inteligencia emocional irá a dinamizar el taller en el terreno. El taller será evaluado por medio de entrevistas y cuestionarios de apreciación.Palabras Clave: Talento, Inteligencia Emocional, Outdoor Training

The Socioeconomic Potentials of the Religious Tourism of the State of São Paulo (Brazil)

2019 ◽  
pp. 275-289
Author(s):  
Edegar Luis Tomazzoni ◽  
Daniela Tineo Beck
Keyword(s):  
Human Development ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
Research Project ◽  
Cultural Economic ◽  
The Social ◽  
Religious Tourism ◽  
The Creation ◽  
The University

In the list of 105 pilgrimage sites in Brazil, 12 are located in the State of São Paulo. The Basilica (or Sanctuary) of Our Lady Aparecida, in Aparecida do Norte (São Paulo), is the largest pilgrimage center in Brazil and has received more than 12 million visitors per year in the last three years. In the Vale do Paraíba (State of São Paulo), of the 41 million tourists, 18 million were concentrated in the Religious Circuit. The main objective of this chapter is to discuss the proposal for the creation of a research project by the Postgraduate Program in Tourism of the School of Arts, Sciences, and Humanities (EACH) of the University of São Paulo (USP), which contributes to the productive chain of religious tourism, which impact the social, cultural, economic, and human development of the State of São Paulo (Brazil). The creation of the website of the Religious Cultural Tourism Observatory of the State of São Paulo would be one of the main dissemination strategies and a relevant indicator of the evaluation of the results of the research project.

scholarly journals Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

2020 ◽  
Vol 10 (2) ◽  
pp. 26 ◽  
Author(s):  
José Manuel Sáez-López ◽  
Ramón Cózar-Gutiérrez ◽  
José Antonio González-Calero ◽  
Cosme J. Gómez Carrasco
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Primary Teachers ◽  
Wilcoxon Test ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Open Questions ◽  
The University ◽  
University Training ◽  
The Impact

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

scholarly journals Emotional Skills: an Essential Axis of Pedagogical Innovation in the Training of Buyers/Managers of External Resources

2018 ◽  
Vol 10 (3) ◽  
pp. 25-46
Author(s):  
Hugues Poissonnier
Keyword(s):  
Literature Review ◽  
Business School ◽  
Soft Skills ◽  
Value Added ◽  
Initial Training ◽  
Pedagogical Innovation ◽  
Emotional Skills ◽  
External Resources ◽  
The University

Abstract Objective: The transformation of many jobs within companies should give rise to a necessary evolution of skills used by individuals. Whether it is to improve the relevance of decisions or to preserve people’s health, the development of emotional skills for the last ten years has often been presented as a necessity. Buyers, who are more and more seen as managers of external resources, are particularly concerned by this need. By strongly evolving, the purchasing function has become strategic and essential for achieving organizations’ performances. The development of soft skills like the emotional skills of the buyers implies a significant evolution of the training intended for them. It is true if we consider initial training at the University or Business School, as well as in the field of in-company training. Based on a presentation of new needs, we propose possible changes and additions that could be brought to current training. Methodology: The research was based on the analysis of literature review and real situations observed in companies (especially during training sessions). Findings: Because of the evolutions of their job, buyers who become more and more managers of external resources should develop their emotional skills. These skills can be developed using adapted training sessions. Value Added: The importance of emotional skills is pointed out and several ideas aimed at enabling the development of emotional skills are given. Recommendations: It is recommended to use the TSP chain (Task, Skill, Pedagogy) in order to define adapted pedagogy for the development of emotional skills.

scholarly journals Social-Emotional Development - Highlights in the Romanian Curriculum for Early Education

Educatia 21 ◽  
2021 ◽  
pp. 175-182
Author(s):  
Alexandra Ioana Oltean ◽  
Keyword(s):  
Emotional Development ◽  
Early Education ◽  
Preschool Education ◽  
Kindergarten Children ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Behavioral Indicators ◽  
Emotional Skills ◽  
The Social ◽  
The Individual

Social-emotional development represents a main developmental domain proposed by the current curriculum for early education in Romania. The main aspects related to this domain are the proper initiation and maintenance of social interactions, the ability to identify and express emotions, to react adequately to the emotions expressed by others, and the self-concept development. Thus, in kindergarten, children learn what solidarity and responsibility for their own actions and for their own behavior mean and that they can control their behavior towards others. All these are essential for the individual wellbeing and learning outcomes, as well as for his future social integration. The Romanian curriculum for early education describes behavioral indicators related to the social-emotional development of children, which can be followed by educators within daily didactic activities. The current study describes the main highlights related to this developmental field found in the main document of the regulatory framework for the Romanian preschool education system. Taking the pandemic context into consideration, we can affirm that educators are required to reconsider the implications of the proper development of social-emotional skills more than before.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

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