Abstract Introduction: Socio-emotional competencies in face-to-face communication are an essential tool for personal and social adjustment from an early age. Online communication has become equally important, especially in adolescence. It is known that its characteristics require specific skills, but there is a lack of studies that analyse the relationship that exists between generally acquired socio-emotional skills and those necessary for online communication. Hence, this research is focused on analysing how offline socio-emotional skills predict these online competencies in girls and boys in a differentiated way. Method: This study included 478 Secondary Education students between 10 and 14 years of age. This is a cross-sectional study that used Path Analysis differentiated by sex, with intentional and non-probabilistic sampling. To assess socio-emotional competencies, we used the ESCQ-21 instrument for generally assessed socio-emotional competencies and the e-COM questionnaire to quantify online socio-emotional competencies. Results: The explanatory model indicates that socio-emotional competencies are partially transferred to the online environment in both sexes, especially Perception and comprehension. Furthermore, it is suggested that E-self-control of impulsiveness and E-emotional autonomy require specific development in that environment. Conclusions: It seems reasonable to include online experiences that encourage development in online spaces. The repercussions for the educational field are analysed.

Resumen Introducción: Las competencias socioemocionales en la comunicación cara a cara son herramientas esenciales para el ajuste personal y social desde temprana edad. La comunicación en línea ha adquirido igual importancia, especialmente durante la adolescencia. Si bien se reconoce que sus características requieren habilidades específicas, hay escasez de estudios que analicen la relación existente entre las habilidades socioemocionales generalmente adquiridas y aquellas necesarias para la comunicación en línea. Por tanto, esta investigación tiene el objetivo de analizar cómo las habilidades socioemocionales fuera de línea predicen las competencias en línea entre chicas y chicos de manera diferenciada. Método: Este estudio incluyó a 478 estudiantes de educación secundaria con edades entre los 10 y 14 años. Este es un estudio transversal que utilizó el Path Analysis diferenciado por sexo, con muestreo intencional y no probabilístico. Para evaluar las competencias socioemocionales, se utilizó el instrumento ESCQ-21 para las competencias socioemocionales generales el cuestionario e-COM para cuantificar las competencias socioemocionales en línea. Resultados: El modelo explicativo indica que las competencias socioemocionales se transfieren parcialmente al entorno en línea en ambos sexos, especialmente la Percepción y comprensión emocional. Además, se sugiere que el E-autocontrol de la impulsividad y la E-autonomía emocional requieren un desarrollo específico en ese entorno. Conclusiones: Parece razonable incorporar y mejorar las experiencias en línea fomentando el desarrollo de competencias socioemocionales para este contexto. Se examinan las repercusiones para el ámbito educativo.

ABSTRACT The purpose of this study is to analyze pedagogical experiences of a playful nature implemented by preschool educators at the level of learning and development of socio-emotional skills in early childhood in the province of Osorno, Chile. From a methodological point of view, the research is carried out under a qualitative research approach with a descriptive and interpretive analysis perspective, producing information through an open questionnaire and a focus group with preschool educators belonging to educational institutions with some degree of state funding. The methodological perspective of analysis is grounded theory. The research has been structured in phases: the first is a theoretical and conceptual approach; the second is of a contextual and descriptive nature; and the third is an analysis of results and discussion. In conclusion, the importance and benefits of the Playful Pedagogical Experience (EPL) within the teaching and learning process of girls and boys are evidenced by responding to their characteristics and needs, which generates various benefits to enhance curiosity, cognitive development, the willingness to learn, socialization, creativity, and imagination in a learning context, and the comprehensive development of socio-emotional skills, which allow learning to be protagonists in a playful context.

RESUMEN El presente estudio tiene como propósito analizar experiencias pedagógicas de carácter lúdicas implementadas por Educadoras de Párvulos a nivel de aprendizajes y de desarrollo de habilidades socioemocionales en la primera infancia en la provincia de Osorno, Chile. Desde el punto de vista metodológico, la investigación se realiza bajo un enfoque investigativo cualitativo, con una perspectiva de análisis de carácter descriptivo e interpretativo, produciendo la información a través de un cuestionario abierto y un grupo focal con Educadoras de Párvulos, pertenecientes a instituciones educativas con algún grado de financiamiento estatal. La perspectiva metodológica de análisis es la Teoría Fundamentada. La investigación se ha estructurado en fases: la primera de ellas, de aproximación teórica y conceptual; una segunda de carácter descriptiva contextual; la tercera de análisis de resultados y discusión. A modo de conclusión, se evidencia la importancia y beneficios de la Experiencia Pedagógica Lúdica (EPL) dentro del proceso de enseñanza y aprendizaje de niñas y niños, respondiendo a sus características y necesidades, lo que genera diversos beneficios para potenciar la curiosidad, el desarrollo cognitivo, la disposición por aprender, la socialización, la creatividad e imaginación, en un contexto de aprendizaje y el desarrollo integral de las habilidades socioemocionales, que permiten aprender siendo protagonistas en un contexto de ludicidad.

ABSTRACT Socio-emotional education is currently a priority, justified by social, educational and mental health reasons; that make it the cornerstone of school and non-school educational projects developed by teachers, parents and social educators. World experiences are diverse and although they constitute an important reference for educational practice, there is still no psychopedagogical theory that supports socio-emotional education, adjusted to the configuration of the Cuban educational model, since it is diluted in training purposes, considering one of the edges of social learning that is not stimulated intentionally and systematically. Addressing this problem was the task developed within the framework of the project "School, family and community relations to stimulate social learning in schoolchildren", by the authors in the province of Cienfuegos. In principle, the advances in the reflections were identified, the works carried out by the students and professors of the Lic. career in education Pedagogy Psychology on the subject were systematized; to propose as a fundamental result the determination of the psycho-pedagogical requirements to favor socio-emotional education; that emerge from the content analysis and the proposals of the student scientific activity of the students. The result has a methodological theoretical value, as it confirms the possibility of including the configuration of the psycho-pedagogical influences to be developed in the socio-emotional education proposals that are designed in and for the different educational levels in Cienfuegos.

RESUMEN La educación socioemocional constituye una prioridad en la actualidad, justificada por razones sociales, educativas y de salud mental; que la convierten en la piedra angular de los proyectos educativos escolares y no escolares que desarrollan los docentes, padres y educadores sociales. Las experiencias mundiales son diversas y aunque constituyen un referente importante para la práctica educativa, aun no se cuenta con una teoría psicopedagógica que fundamente la educación socioemocional, con ajuste a la configuración del modelo educativo cubano, pues esta se diluye en los propósitos formativos, considerándose una de las aristas del aprendizaje social que no se estimula de manera intencional y sistemática. Atender a esta problemática fue la tarea desarrollada en el marco del proyecto “Las relaciones escuela, familia y comunidad para estimular el aprendizaje social en los escolares”, por las autoras en la provincia de Cienfuegos. En principio se identificaron los avances en las reflexiones, se sistematizaron los trabajos realizados por los estudiantes y profesores de la carrera Lic. en educación Pedagogía Psicología en el tema; para plantear como resultado fundamental la determinación de los requisitos psicopedagógicos para favorecer de la educación socioemocional; que emergen del análisis de contenido y las propuestas de la actividad científica estudiantil de los estudiantes. El resultado posee un valor teórico metodológico, en tanto se confirma la posibilidad de incluir la configuración de las influencias psicopedagógicas a desarrollar en las propuestas de educación socioemocional que se diseñen en y para los diferentes niveles educativos en Cienfuegos.

Abstract. The article proposes to recover the response of the Teacher Training and Updating Institutions in the state of Chihuahua regarding the various challenges imposed by the Coronavirus Disease (COVID-19). The qualitative exercise analyzes the experience of 10 institutions based on the voice of their students, teachers, and principals regarding changes in academic, administrative, and organizational processes. It is concluded that the pandemic has affected each institution in different ways and with diverse intensity. Despite the achievements, the experience analyzed reveals the relative success of using virtual platforms in the face of three basic conditions: connectivity, technological competencies, and socio-emotional skills of the teaching staff. It highlights the importance of implementing tutoring, resilience, or awareness actions of teachers and students' needs, feelings, and sufferings. It is opportune to recover the experiences of other institutions and to question especially students, thesis students, and graduates.

Resumen. El artículo propone recuperar la respuesta de las Instituciones Formadoras y Actualizadoras de Docentes en el estado de Chihuahua ante los diversos desafíos impuestos por la pandemia del coronavirus (COVID-19). El ejercicio cualitativo analiza la experiencia de 10 instituciones a partir de la voz de sus estudiantes, docentes y directivos en torno a los cambios en los procesos académicos, administrativos y organizativos. Se concluye que la pandemia ha afectado de diferente manera y con distinta intensidad a cada institución. Pese a los logros, la experiencia analizada devela el relativo éxito del uso de las plataformas virtuales ante tres condiciones básicas: conectividad, competencias tecnológicas y habilidades socioemocionales del profesorado. Destaca la importancia de implementar acciones tutoriales, de resiliencia o de concienciación de las necesidades, sentimientos y malestares de docentes y estudiantes. Resulta oportuno recuperar las experiencias de otras instituciones e interpelar especialmente a estudiantes, tesistas y egresados.

Abstract The objective of this research was to identify the problems, experiences and emergency situations in which the teachers of the National College of Technical Professional Education, Mexico, are immersed as a result of the confinement caused by the Covid-19 coronavirus pandemic, with the purpose of generating data and information that reveal the conditions and pedagogical strategies that have allowed the teachers of this subsystem to continue with their teaching work. The qualitative methodology of research-action was implemented, as well as participant observation and the collection of information from life stories. A sample of 388 teachers was selected. The results allowed to identify the physical, emotional and cognitive dimensions that have been affected. Teachers suffer from anxiety, fear, depression and irritability. In addition, they underlined the need to have quiet physical spaces for their well-being and mental health, and pointed to job security as the main concern. It concludes with the fact that the effects of the current pandemic have not only been emotional and physical, but also socioeconomic.

Resumen El objetivo de la presente investigación fue identificar las problemáticas, experiencias y situaciones de emergencia en las que se encuentran inmersos los docentes del Colegio Nacional de Educación Profesional Técnica, México, a raíz del confinamiento ocasionado por la pandemia del coronavirus Covid-19, con la finalidad de generar datos e información que revele las condiciones y estrategias pedagógicas que han permitido a los docentes de este subsistema continuar con su labor docente. Se implementó la metodología cualitativa de investigación-acción, al igual que la observación participante y la recolección de información de historias de vida. Se seleccionó una muestra de 388 docentes. Los resultados permitieron identificar las dimensiones físicas, emocionales y cognitivas que se han visto afectadas. Los docentes sufren de angustia, miedo, depresión e irritabilidad. Además, subrayaron la necesidad de contar con espacios físicos tranquilos para su bienestar y salud mental, y señalaron a la seguridad laboral como la principal preocupación, aquello que se interpone para alcanzar estabilidad y bienestar económico. Se concluye con el hecho de que los efectos de la pandemia actual no solo han sido emocionales y físicos, sino también socioeconómicos.

Resumo O objetivo desta pesquisa foi identificar os problemas, vivências e situações emergenciais em que os docentes do Colégio Nacional de Educação Profissional Técnica, México, como resultado do confinamento causado pela pandemia de coronavírus Covid-19, com a finalidade de gerar dados e informações que revelam as condições e estratégias pedagógicas que têm permitido aos professores deste subsistema dar continuidade ao seu trabalho docente. Foi implementada a metodologia qualitativa de pesquisa-ação, observação participante e coleta de informações de histórias de vida. Uma amostra de 388 professores foi selecionada. Os resultados permitiram identificar as dimensões físicas, emocionais e cognitivas que foram afetadas. Os professores sofrem de ansiedade, medo, depressão e irritabilidade. Além disso, sublinharam a necessidade de espaços físicos tranquilos para o seu bem-estar e saúde mental, e apontaram a segurança do emprego como a principal preocupação, aquela que impede a estabilidade e o bem-estar económico. Conclui com o fato de que os efeitos da atual pandemia não foram apenas emocionais e físicos, mas também socioeconômicos.

Resumo O artigo analisa o desenvolvimento e uso das Tecnologias da Informação e Comunicação (TICs) na sociedade capitalista, a partir do segundo decênio dos anos 2000, com o objetivo de revelar o projeto de formação profissional para a classe trabalhadora. Amparado em uma perspectiva socio-histórica, recorreu à análise bibliográfica e documental para identificar, nos principais aparelhos privados de hegemonia, as diretrizes das políticas educacionais contemporâneas e evidenciar os mecanismos político-ideológicos que reconfiguram as experiências de formação mediadas pelas TICs. Os resultados expõem o contexto de expansão do uso das tecnologias de informação e comunicação nos marcos do desemprego, da flexibilização, desregulamentação do trabalho e do fenômeno da uberização. Revelam as estratégias de adequação do trabalhador à sociabilidade capitalista, com destaque para a formação de habilidades genéricas e competências socioemocionais, as quais incidem no campo didático-pedagógico, conformando-o em espaço de acumulação e reprodução do capital.

Abstract The article analyzes the development and use of Information and Communication Technologies (ICTc) in capitalist society, from the second decade of the 2000s onwards, with the aim of revealing the professional training project for the working class. Supported by a socio-historical perspective, it resorted to bibliographical and documental analysis to identify, in the main private apparatuses of hegemony, the guidelines of contemporary educational policy and highlight the political-ideological mechanisms that reconfigure the training experiences mediated by ICTs. The results expose the context of the expansion of the use of information and communication technologies in the context of unemployment, flexibilization, deregulation of work and the phenomenon of uberization. They reveal the worker’s adaptation strategies to capitalist sociability, with emphasis on the formation of generic skills and socio-emotional competences, which affect the didactic-pedagogical field, making it a space for capital accumulation and reproduction.

Abstract This paper presents our experience implementing the educational program Recreo en Casa (Recess at home), which aims to impact on the socioemotional development of children and adolescents through play. This is a training program for school staff members who take part in supervising students’ recess (teachers, directors, and other school staff members), to acquire tools and skills that will enable them to build a Play Culture in the school community and to create playful experiences in the context of the COVID-19 pandemic and long-distance education. This paper presents the experience of 14 schools in Chile, supplemented by theory on the benefits of play for students’ wellbeing and their socioemotional, physical, and cognitive development. We also question the role of recess-staff members as key actors in the construction of a positive environment during recess time.

Resumen Este artículo sistematiza la experiencia de la propuesta educativa “Recreo en Casa”, que busca el desarrollo socioemocional a través del juego de niños, niñas y adolescentes. Se trata de un programa de formación de acompañantes educativos (paradocentes, docentes y directivos) para adquirir herramientas concretas que les permitan construir una cultura de juego en la comunidad escolar y facilitar experiencias lúdicas en el contexto de educación a distancia producto de la COVID-19. Se recoge la experiencia de implementación del programa en 14 establecimientos educativos de Chile y presenta consideraciones teóricas sobre los beneficios del juego para la convivencia y el desarrollo socioemocional, físico y cognitivo de los estudiantes. Se problematiza, además, el rol de los acompañantes educativos para que, durante el recreo, sean actores clave en la construcción de la convivencia.

Resumen: Los cambios propios del proceso de globalización del siglo XXI han exigido una serie de modificaciones en el entorno educativo. El escenario de las tecnologías masiva y de comunicación motiva a crear una documentación de las prácticas educativas. En un marco de educación socioemocional para el desarrollo de competencias emocionales en los niños, tener una memoria de las metodologías desarrolladas es de fundamental importancia. El siguiente estudio analiza el proceso de documentación durante una estancia en una escuela de Copenhague. Los participantes son el profesorado y estudiantado de una escuela situada en el distrito de Nørrebro, en la ciudad de Copenhague, seleccionados para analizar cómo su estilo de enseñanza contempla objetivos de educación emocional. Las variables medidas hacen referencia al uso de medios tecnológicos y de comunicación a soporte de la práctica de observación y documentación, en enfoque de investigación cualitativa. Se presentan los documentos creados a través de los medios tecnológicos y de comunicación elegidos para documentar las prácticas. Además, se ofrecen las informaciones recogidas de proyectos que llevan a los estudiantes a promover el bienestar personal. Finalmente, se destacan los aspectos innovadores de las prácticas desarrolladas en la escuela y, también, las aportaciones benéficas de los diferentes medios tecnológicos. En particular, se resalta la eficacia de una difusión de las experiencias mediante el soporte de las redes sociales e implementación de un proceso de formación sobre educación socioemocional para el profesorado. En el futuro, se prospecta la extensión de estos procesos de documentación en centros educativos de diferentes contextos culturales.

Resumo: As mudanças próprias do processo de globalização do século XXI exigiram várias modificações no ambiente educacional. O Cenário das tecnologias de massa e de comunicação motiva a criação de uma documentaçãodas práticas educacionais. No marco da educação socioemocional para o desenvolvimento de competências emocionais nas crianças, contar com uma memória das metodologias desenvolvidas é de fundamental importância. Este estudo analisa o processo de documentação durante uma estadia em uma escola de Copenhague. Participaram professores e estudantes de uma escola localizada no distrito de Nørrebro, na idade de Copenhague, selecionados para analisar como seu estilo de ensino comtempla objetivos de educação emocional. As variáveis medidas referem-se aouso dos meios tecnológicos e de comunicação para apoiara prática de observação e documentação comabordagem de investigação qualitativa. São apresentados os documentos criados através dos meios tecnológicos e de comunicação escolhidos para documentar as práticas. Além de oferecer informações coletadas de projetos que conduzem os estudantes a promover o bemestar pessoal. Finalmente, destacamse os aspectos inovadores das práticas desenvolvidas na escola e, também, as contribuições benéficas dos diversos meios tecnológicos. Especialmente, destaca a eficácia da divulgação das experiencias por meio do apoio das redes sociais e implementação de um processo de formação sobre educação socioemocional para os professores. No futuro, está prevista a extensão destes processos de documentação nos centros educacionais de diferentes contextos culturais.

Summary: The changes inherent to the globalization process of the 21st century have required a series of modifications in the educational environment. The scenario of mass and communication technologies motivates one to create a documentation of educational practices. In a framework of socio-emotional education for the development of emotional competencies in children, having a memory of the methodologies developed is of fundamental importance. The following study analyzes the documentation process during a stay in a Copenhagen school. The participants are the teachers and students of a school located in the district of Nørrebro, in the city of Copenhagen, selected to analyze how their teaching style includes emotional education objectives. The variables measured refer to the use of technological and communication means to support the practice of observation and documentation, in a qualitative research approach. The documents created through the technological and communication media chosen to document the practices are presented. In addition, the information collected from projects that lead students to promote personal well-being is offered. Finally, the innovative aspects of the practices developed in the school and, also, the beneficial contributions of the different technological means are highlighted. In particular, the effectiveness of a dissemination of experiences through the support of social networks and implementation of a training process on socio-emotional education for teachers is highlighted. In the future, the extension of these documentation processes in educational centers of different cultural contexts is planned.

Abstract Introduction Due to the worldwide COVID-19 health contingency, school activities in Mexico were suspended, as a result of which students of all educational levels began to carry out their learning activities at home. Objective Adapt a Socioemotional Skills (SES) Survey to the context of COVID-19 and undertake a diagnosis of the emotional state, stress, and learning experiences of Mexican junior and senior high school students. Method A test battery was administered to 205 students from nine states in the country from schools where Enseña por México collaborates, and an exploratory factor analysis (EFA) was conducted for the SES survey. In addition, a Pearson’s correlation was calculated between SES and stress levels. Results The EFA yielded four components that explain 51.71% of the sample variance. In addition, statistically significant negative correlations were found between SES and stress in the health field (r = -.316, p <.01) and SES and school stress (r = -.606, p <.01). Discussion and conclusion The results showed that a high level of socio-emotional skills is related to a lower level of stress in students

Resumen Introducción Derivado de la contingencia sanitaria internacional por la COVID-19, en México se suspendieron las actividades escolares, por lo que los estudiantes de todos los niveles educativos comenzaron a desarrollar sus actividades de aprendizaje desde casa. Objetivo Adaptar una encuesta de Habilidades Socioemocionales (HSE) al contexto de la COVID-19 y realizar un diagnóstico sobre el estado emocional, estrés y experiencias de aprendizaje en estudiantes mexicanos de secundaria y bachillerato. Método Se aplicó una batería de evaluación a 205 estudiantes de nueve estados del país de escuelas donde colabora Enseña por México y se realizó un análisis factorial exploratorio para la encuesta de HSE y correlación de Pearson entre HSE y nivel de estrés. Resultados El AFE mostró cuatro componentes que explican el 51.71% de la varianza muestral; además, se encontraron correlaciones negativas y estadísticamente significativa entre las HSE y el estrés en el ámbito de la salud (r = -.316, p < .01) y las HSE y el estrés escolar (r = -.606, p < .01). Discusión y conclusión Los resultados mostraron que un alto nivel de habilidades socioemocionales se relaciona con un menor nivel de estrés en los estudiantes

Resumen El fortalecimiento de habilidades socioemocionales es un desafío para los ámbitos laboral, político y educativo, e indica una ruta para comprender el desarrollo de las experiencias emocionales: propósito de la educación emocional. El objetivo de este artículo fue determinar, en resultados investigativos realizados por educadores, principios y acciones para la comprensión de los episodios emocionales en educación que podrían contribuir con la formación humanística. La metodología correspondió a una revisión narrativa de carácter selectivo. Los criterios de inclusión se determinaron por aspectos temporales (2000-2018), de publicación (revistas situadas en sistemas y bases internacionales: Scopus, Science Direct, Ebsco, Proquest, Dialnet), tipología (estudios teóricos, de revisión o reflexión; investigaciones cualitativas o cuantitativas; investigaciones realizadas por educadores en el aula). Los resultados trazan principios orientadores como la comprensión del acto educativo como un acto emocional, la consideración de la complejidad y la dimensión múltiple de las emociones, así como la atención a teorías de aprendizaje que contribuyan con el desarrollo emocional. Tanto los principios como las acciones halladas fundamentan las prácticas para comprender el desarrollo emocional en el ámbito educativo y podrían contribuir con la formación humana de los actores educativos.

Abstract Strengthening socio-emotional skills is a challenge for the labor, political and educational spheres, and indicates a route to understand the development of emotional experiences, the purpose of emotional education. The objective was to determine principles and actions for understanding emotional episodes in education, which could contribute to a humanistic formation, in research results carried out by educators. The methodology corresponds to a selective narrative review. The inclusion criteria were determined by temporal aspects (2000-2018), publications (journals located in international systems and bases: Scopus, Science Direct, Ebsco, Proquest, Dialnet), typology (theoretical, revision or reflection studies; qualitative research or quantitative; research carried out by educators in the classroom). The results outline guiding principles such as the understanding of the educational act -as an emotional act, the consideration of the complexity and the multiple dimensions of emotions, as well as the attention to learning theories that contribute to emotional development. Both the principles and the actions found support the practices to understand emotional development in the educational field and could contribute to the human formation of educational actors.

Resumen El objetivo del artículo es trazar líneas teóricas que puedan fundamentar procesos de educación emocional. El método se inscribe en la revisión narrativa, caracterizada por investigar un tópico de forma más o menos exhaustiva, y se ubica en el espectro amplio de la relación entre emociones y educación. Los resultados, presentados en forma narrativa, inician con la comprensión de la complejidad y multidimensionalidad de las experiencias emocionales, con base en la relación entre neurociencias, emociones y procesos educativos. La conclusión fundamental es la necesidad de una educación emocional que transite de la inteligencia y las competencias socioemocionales hacia una visión ampliada al desarrollo de las experiencias emocionales, con una visión de la educación extendida a lo largo de toda la vida y a la vida misma.

Abstract This article aims at drawing theoretical lines to support emotional education. The method used is a narrative review, characterized by a fairly thorough research into a topic, and is situated in the broad spectrum of the education-emotions relationship. Results, presented in a narrative manner, provide an understanding of the complex and multidimensional nature of emotional experiences based on the relationship among neurosciences, emotions, and educational processes. It is concluded that there is a need for an emotional education that moves from intelligence and socio-emotional skills to the development of emotional experiences, with a vision of education that extends throughout life and to life itself.

Resumo O objetivo deste artigo é estabelecer linhas teóricas que possam fundamentar processos de educação emocional. O método se baseia numa revisão narrativa, caracterizada por pesquisar um tópico de forma mais ou menos exaustiva, e se encontra num conjunto amplo da relação entre emoções e educação. Os resultados, apresentados em forma narrativa, iniciam com a compreensão da complexidade e multidimensionalidade das experiências emocionais, com base na relação entre neurociências, emoções e processos educativos. A conclusão fundamental é a necessidade de uma educação emocional que transite da inteligência e das competências socioemocionais para uma visão ampliada do desenvolvimento das experiências emocionais, com uma perspectiva da educação estendida ao longo de toda a vida e à vida em si.

Resumen Este artículo tiene como objetivo mostrar las vivencias socioemocionales de familias con hijos e hijas que presentan Síndrome de Down. Se trata de una investigación realizada durante el año 2018, en la que se abordan relaciones sociales y etapas emocionales que reestructuran el curso de vida de familias. El enfoque metodológico es cualitativo, con un diseño de estudio de caso. Las personas participantes fueron integrantes de familias de jóvenes con Síndrome de Down, personas integrantes de una agrupación para familias de hijos o hijas con Síndrome de Down en la comuna de Padre las Casas en Chile. Las técnicas para la recolección de información fueron semblanzas y entrevistas biográficas-narrativas. Se realiza análisis inductivo-deductivo, y se aplica la triangulación de datos. Los resultados se organizaron en torno a cinco ejes temáticos: (i) recibir la noticia, (ii) apoyo socio-familiar, (iii) experiencias con escuelas, (iv) resiliencia, y (v) curso emocional. Se concluye que las vivencias socioemocionales condicionan el rumbo de vida de las familias. Las significatividades interpretadas mostraron ser útiles para comprender el rol de instituciones de salud, educativas y sociales, y su aporte en procesos de aprendizaje, desarrollo y acompañamiento del niño, niña y su familia.

Abstract This article aims to show the socio-emotional experiences of families with sons and daughters who have Down Syndrome. This is an investigation carried out during the year 2018, in which social relationships and emotional stages that restructure the life course of families are addressed. The methodological approach is qualitative, with a case study design. The participants were members of families of young people with Down Syndrome, members of a group for families of children with Down Syndrome in the commune of Padre Las Casas in Chile. The techniques for gathering information were semblances and biographical-narrative interviews. Inductive-deductive analysis is performed, and data triangulation is applied. The results were organized around five thematic axes: (i) receiving the news, (ii) socio-family support, (iii) experiences with schools, (iv) resilience, and (v) emotional course. It is concluded that socio-emotional experiences determine the life course of families. The interpreted significance showed to be useful to understand the role of health, educational and social institutions, and their contribution in learning processes, development and accompaniment of the boy, girl and their family.

This study stresses the significant role of the family and a proper parenting performance for human development. Parenting in itself is very complex, since it demands a balanced combination of several essential factors such as affection, communication, discipline, and the autonomy granted to children. Given the fact that parental skills would be related to a specific social context, a description of the characteristics of families in situations of social vulnerability is provided. Likewise, it is noteworthy that parenting development would depend on those cultural considerations implicated in the concept of being good parents, and the parents or caregivers’ own experiences of upbringing, temperament and resilience. Subsequently, the main modalities of family intervention programs are reviewed, highlighting the importance of design, implementation and evaluation of the former in contexts of social vulnerability. Within this frame work, and considering that in Argentine there are very few programs supporting families in social vulnerability, the main aim of this research is to present an intervention proposal to strengthen parenting skills applicable in the school setting. The proposed program, which is based in the approach of positive parenting, integrates elements from educational and community intervention models, since it is performed in groups, by means of participative and expositive meetings and in coordination with the school attended by the children of the project participants. The proposed intervention was based on two basic areas: (a) direct intervention for parents: the promotion of parenting skills (i.e., attachment, parental empathy, parenting style, positive communication and support networks) and (b) indirect intervention for children: training parents in strategies to promote children’s development of socio-emotional resources (e.g., positive emotions, prosocial behavior, etc.). The intervention was carried out in a school within a context of social vulnerability in the province of Entre Ríos (Argentina). The organization of the meetings was conducted by an interdisciplinary team (i.e., psychologists and educational psychologists). The topics addressed were agreed with the participants based on their interests and needs; a total amount of 30 meetings of 60 to 90 minutes each were carried out. The themes were as follows: parental and child self-esteem, appropriate expression of affection, positive communication and conflict resolution, positive emotions, the strengthening of cognitive resources, prosocial behavior, social skills, family, parental and child resilience, social support networks to families and family-school relationships. The main approach techniques used were: (a) information exposure, (b) peers' feedback and co-reflection, (c) modeling of attitudes and alternative behaviors, (d) task assignments and proposals for action, and (e) interviews after workshops. The research findings are related to those found by other intervention programs made with parents and caregivers in other countries. These preliminary results show that parenting skills, the type of relationship and even the attachment with the children could be modified through the implementation of programs of parental strengthening. Furthermore, the results showed that the program could also help to improve family-school relationships. In some cases, the intervention implemented aroused the interest of the participants in the schooling situation of their children, and at the same time it improved the communication among parents, teachers, and the people in charge of the school. The exploratory results of this proposal of intervention clearly show the need to support and implement these specific kinds of programs, which aim to strengthen the resources of parenting skills and encourage a healthy development of children. Based on the experience got from interventionists and participating mothers, a final consideration about the contributions of the proposed intervention and the possible future challenges observed after the implementation of the program is presented.

El trabajo que se informa destaca el rol relevante de la familia y del ejercicio adecuado de la parentalidad para el desarrollo humano. Dado que las competencias parentales estarían relacionadas con el contexto social, se describen las características de las familias en vulnerabilidad social, teniendo en cuenta los riesgos psicosociales a los que muchas veces están expuestas, las consideraciones culturales de lo que significa ser buenos padres y las propias experiencias de los progenitores o cuidadores en sus familias de origen. Se revisan diversas modalidades de programas de intervención familiar y parental, destacando la importancia del diseño, implementación y evaluación de estos programas en contextos de vulnerabilidad social. En este marco, y considerando que en Argentina existe un escaso desarrollo de programas de apoyo a las familias socialmente vulnerables, se presenta una propuesta de intervención aplicable en el ámbito escolar y dirigida a fortalecer las competencias parentales. El programa propuesto, basado en el enfoque de la parentalidad positiva, integra elementos de los modelos de intervención educativo y comunitario, ya que se implementa en forma grupal, mediante encuentros expositivo-participativos y en coordinación con la escuela a la que asisten los hijos de los beneficiarios. Como conclusión y en función de la experiencia obtenida por las interventoras y la observada en las madres participantes, se presenta una reflexión sobre las contribuciones de la intervención propuesta y los desafíos pendientes para futuras aplicaciones del programa.

In recent past years, studies on poverty and its impact upon cognitive and emotional development have increased notoriously. A number of works have shown how living in poverty leads to deficits in children's cognitive and socio-emotional development and to a lower performance in cognitive tests. The aim of this work is to present the design of intervention strategies and their implementation integrated to the school curriculum, in order to strengthen cognitive and linguistic resources in children at risk due to extreme poverty. Based on these considerations, we present an intervention programme which aims at favouring emotional and cognitive development by means of adaptation of strategies to school curriculum, so that the latter may adjust itself to the needs of infant population in conditions of social vulnerability. Among other things, it is necessary to emphasize on the development of phonological conscience, ascribable to the scanty experiences related to language these children undergo, and on the development of basic cognitive functions needed for school learning to be positively achieved. A sample of 98 six-year-old children from Entre Ríos (República Argentina) has been analyzed: experimental group (n = 55) and a control group without risk (n = 43). The following instruments were administered within school environment: Brief Intelligence Test (KBIT - Kaufman, A.S., & Kaufman, N.L., 2000), Phonological Conscience Test (Borzone & Diuk, 2001), Matching Familiar Figures Test 20 (MFFT20 -Cairns & Cammock, 1978), Stroop Type Task: Sun - Moon (Archibald & Kerns, 1999). The intervention was carried out involving two axes. One of them, a direct intervention with the children inside the classroom, implemented by team members (interventionists), and the other, consisting in training teachers to be able to device classroom activities, taking into account the different strategies put forward by the programme named Without Affection there is neither Learning nor Growth, modelled on the booklets designed for the intervention. To describe neurocognitive profiles according to risk by poverty, Multivariate Analysis of Variance (MANOVA) and Univariate Analysis of Variance (ANOVA) were employed. Besides, MANOVA and ANOVA the repeated measures were used to get to know the pre- and post-intervention changes in the group at risk. Results indicate significant differences before intervention and according to degree of social risk. Children in a vulnerable social situation scored lower at performances regarding verbal ability and general intelligence, selective attention capacity, and displayed greater cognitive precipitation, lower development of phonological conscience and cognitive style reflexivity - impulsiveness (R - I) depending on social risk. Results concerning the effects of intervention upon cognitive resources show the effectiveness of adaptation of strategies to the curriculum. After intervention, it became evident that children made fewer mistakes and used a greater latency time, both being indicators of a lesser cognitive precipitation. Besides, data following this intervention shows highly significant progress regarding the aforementioned processes, which allows us to infer that the implemented strategies are appropriate to work with children at risk by poverty and are pertinent to the educational task, due to the easy adequacy of these strategies to school curriculum. We think that the programme, inasmuch as it proposes an intervention that takes into account a double mode (direct and indirect), allows children to receive a systematic and controlled stimulus, and offers the teacher the possibility to apply the internalized strategies to every planning, without the need for a permanent face-to-face training. This allows for transfer, generalization and continuity in time of the designed intervention, which will guarantee all children, independently of their social origin, a similar point of arrival. Likewise, knowledge of the cognitive profile allows for guidance of teachers in the design of their curriculum planning, directing and focusing the strategies for a timely development of the teaching-learning process.

En los últimos años las investigaciones sobre la pobreza y su impacto en el desarrollo cognitivo y emocional se han incrementado notoriamente. Estudios previos han indicado que el vivir en la pobreza influye en el desarrollo cognitivo y socioemocional de los niños y en su desempeño en tests cognitivos. El trabajo que se informa tiene como propósito presentar el diseño de estrategias de intervención y su implementación a través de su integración al currículo escolar, para fortalecer recursos cognitivos y lingüísticos en niños que se encuentran en situación de riesgo por pobreza extrema. Se trabajó con una muestra de 98 niños de 6 años de edad, de ambos sexos, residentes en la ciudad de Paraná (Provincia de Entre Ríos - República Argentina) que se dividió en grupo experimental en riesgo con intervención (n = 55) y grupo control sin riesgo (n = 43). Se administraron los siguientes instrumentos dentro del ámbito escolar: (1) Test Breve de Inteligencia de Kaufman (KBIT - Kaufman, A.S. & Kaufman, N.L., 2000), (2) Prueba de Escritura de Palabras (Borzone & Diuk, 2001), (3) Test de Emparejamiento de Figuras Conocidas (MFFT20) y (4) la adaptación de la Tarea Tipo Stroop Sol - Luna (Archibald & Kerns, 1999). Los resultados indican diferencias significativas antes de la intervención y según el riesgo social, en cuanto a las habilidades intelectuales, el desarrollo de la conciencia fonológica, el estilo cognitivo reflexividad - impulsividad (R - I) y la capacidad atencional. Los datos posteriores a la intervención muestran progresos altamente significativos en los procesos cognitivos y lingüísticos, lo que permite inferir que las estrategias utilizadas son adecuadas para el trabajo con niños en riesgo por pobreza y son pertinentes a la tarea educativa debido a la fácil adecuación de las mismas al contenido curricular.

We were prompted by the prevalence of English Second or Other Language (ESOL) learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Furthermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home) language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent involvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language therapist and educator collaborations and speech-language therapists' participation in educator training were identified.