Proyecto Wonderwallidentificación y manejo de emociones en la Educación Física de Educación Primaria

  1. Fernández-García, Laura 1
  2. Fernández-Río, Javier 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revue:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Année de publication: 2019

Número: 35

Pages: 381-386

Type: Article

DOI: 10.47197/RETOS.V0I35.63259 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

D'autres publications dans: Retos: nuevas tendencias en educación física, deporte y recreación

Objectifs de Développement Durable

Résumé

It is common for our students to at times experience emotions that block their learning. When that happens, the majority do not recognize what their feelings are and how to control them. This is the reason why it is crucial to help them identify and handle their emotions. From this idea, the Project Wonderwall emerged, which situates students at the center of the teaching-learning process through the development of intra and inter-personal intelligences. The project name comes from the fact that all resources used were presented in one of the class walls. Students had the opportunity to go there whenever they needed, to work on their emotions, asking themselves questions to understand what they were feeling and how to control them. The goal was to promote students’ autonomy handling their emotions, as well as to help them achieve by themselves the correct emotional state to keep on learning. The first step to teach students to be emotionally intelligent is to let them experience their own emotions, and identify with them which signals and traits characterize each of them so to understand whether they are good or bad. Once students know how to identify their emotions, teachers can move to the most ambitious phase: how to handle them. Students are offered coping strategies, different guidelines for each feeling, and other methods to channel their emotions. They all involved high motor demands, which can be easily used in different daily life contexts.

Références bibliographiques

  • Abarca, M. (2003). La Educación Emocional en la Educación Primaria. Currículo y Práctica. Tesis Doctoral. Universidad de Barcelona.
  • Aguado, R. (2015). La emoción decide y la razón justifica. Madrid: Editorial EOS.
  • Bisquerra, R. (2000). Educación Emocional y bienestar. Bilbao: CISS Praxis Educación.
  • Bisquerra, R., y Pérez, N. (2007). Las competencias emocionales. Educación XXI, 10, 61-82.
  • Bisquerra, R., y Punset, E. (2015). Universo de emociones. Barcelona: Palau Gea.
  • Bisquerra, R. y Filella, G. (2018). Análisis del vocabulario emocional en el profesorado de lengua. Revista Electrónica Interuniversitaria de Formación del Profesorado, 21(1), 161-172.
  • Chaplin, T.M. y Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735-765.
  • Gardner, H. (1995). Inteligencias múltiples. La teoría en la práctica. Barcelona: Paidós.
  • Goleman, D. (1995). Emotional Intelligence. Nueva York: Bantan Books.
  • Goleman, D. (1997). Inteligencia Emocional. Barcelona: Kairós.
  • Mayer, J.D. y Salovey, P. (1990). Emotional Intelligence. Imagination, Cognition and Personality. 9(3), 185-211.
  • Navarro, V. y Fernández, G. (1989). Diseño curricular en Educación Física. Barcelona: Inde.
  • Núñez, C. y Valcárcel, R. R. (2013). El Emocionario. Madrid: Palabras Aladas S.L.
  • Ortiz, E. (2001). Inteligencias múltiples en la educación de la persona. Bogotá: Cooperativa Editorial Magisterio.
  • Pellicer, I. (2011). Educación Física Emocional. De la teoría a la práctica. Barcelona: Inde.
  • Ridgeway, D., Waters, E. y Kuczaj, S.A. (1985). Acquisition of emotion descriptive language: Receptive and productive vocabulary norms for ages 18 months to 6 years. Developmental Psychology, 21, 901-908.
  • Romera, M. (2017). La familia, la primera escuela de las emociones. Barcelona: Editorial Planeta.
  • Salovey, P. y Sluyter, D. (eds.) (2003). Emotional Development and Emotional Intelligence. Dubuque, IA: Kendall Hunt.
  • Tice, D. y Bausmeister, R. (1992). Controlling Anger: Self-Induced Emotion Change. En D. Wegner and J. Pennebaker (eds.), Handbook of Mental Control (V.5) Nueva Jersey: Prentice Hall.
La source de données: Dialnet