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51 Country Overviews

Spain  

Author(s)

  • Vera Coelho, University Institute of Maia - ISMAI

Reviewer

Galina Markova, PhD, Know-How Centre, New Bulgarian University

Abstract

In Spain, the guidelines for preschool education stand for the need of preschool education to support children’s socioemotional development, and there has been an increase of investment in the development of children's and youth socioemotional competences in educational settings in the last decade. However, despite the increase in the number of local level initiatives regarding the implementation of interventions in the scope of socioemotional skills, there is still the need for more investment in the area (Aguiar et al., 2017). Rigorous evaluations of the initiatives and interventions conducted in educational settings is still lacking, which may compromise the commitment and engagement of the schools, as well as the sustainability of the interventions over time.

References

  • Aguilar, P., Lopez-Cobo, I., Cuadrado, F., & Benítez, I. (2019). Social and emotional competences in Spain: A comparative evaluation between Spanish needs and an international framework based on the experiences of researchers, teachers, and policymakers. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02127
  • Ambrona, T., López-Perez, B., & González, M. (2012).Eficacia de un programa de educación emocional breve para incrementar la competencia emocional de niños de educación primaria efficacy of a brief emotional education programme to increase emotional competence in children at primary school. REOP, 23, (1), 139-49. ISSN: 1189-7448.
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  • Bermejo, M. E., López, D. O., & Mujika, A. (2018). An exploratory trial of a health education programme to promote healthy lifestyles through social and emotional competence in young children: Study protocol. Journal of Advanced Nursing, 74(1), 211–222. https://doi.org/10.1111/jan.13402
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  • Justicia-Arráez, A., Pichardo, C., & Justicia, F. (2015). Efecto del programmea Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años. Anales de Psicología, 31(3), 825–836. https://doi.org/10.6018/analesps.31.3.185621
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  • Retrieved from: http://www.codajic.org/sites/www.codajic.org/files/Taller-práctico-Educacion-Emocional.pdf
  • Retrieved from: https://www.vocaeditorial.com/be-happy/
  • Retrieved from : http://www.educacionyfp.gob.es/va/contenidos/estudiantes/educacion-infantil.html

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CO-210-Spain.pdf