CONCEPTUALIZING EMOTIONS

This category sought to investigate how early childhood education teachers understand the concept of emotions. All participants associated emotions with feelings, according to the statements:

P2 - For me, emotion is what moves us on many days, because, like this, if we are well, everything is fine, we can work and do everything we have to do, but when something is not right, we are sad with something, that something happened, it seems that you don’t have that enthusiasm to do things.

P3 - Emotions are what we feel, they are our feelings, like if I am happy, if something gives me joy, it is a feeling, it is an emotion.

P4 - For me, it’s the inside of the person, it’s the feeling, what the person feels. Many times, people are unable to express what they are feeling and, sometimes, they need assistance, help to demonstrate their feelings.

The meaning of the word “emotion” may seem irrefutable, however, when having to explain it, one realizes that it is not a simple task (^{Roazzi et al., 2011}; ^{Miguel, 2015}). Even if people use the same expressions when trying to define it, it does not mean that the understanding is the same (^{Roazzi et al., 2011}). It is necessary to understand that emotion is no longer perceived as a single reaction, but rather a process that involves multiple variables. In this sense, emotion can be defined as a complex and ephemeral condition that arises in experience, through emotional characteristics, which lead to changes in various fields of mental and physical functions, preparing individuals for action (^{Miguel, 2015}). Emotional expression reflects how the individual perceives and relates to the world (ibidem).

In each emotion, the organism presents three reactions: one at the psychological level, the other at the physical level, and the third at the behavioral level. At the first level, there is an emotional psychological experience, which can be agitation or slowness. On a physical level, the body experiences internal reactions during emotional changes, and the person may feel their heart beat faster and breathing increase. Another reaction that emotion determines is the change in behavior, with a tendency to approach or move away from the object that produces the stimulus (^{Santos, 2000}). Furthermore, emotion refers to a feeling and its different thoughts, psychological and biological states, and a series of predispositions to behave (^{Goleman, 2012}).

Although emotions and feelings are part of a homogeneous cycle, they are distinct processes (^{Damásio, 2012}). Emotions are responsible for characterizing behavior in the face of some event, which may be unexpected, for example, the person becomes emotional and shows it clearly and can be noticed through one or more of the three levels of reactions (^{Hilário, 2012}). On the other hand, feelings are the perceptions of what happens in our body and mind when an emotion is ongoing. In relation to the body, feelings are images of actions and not actual actions. Although certain feelings are connected to emotions, many are not, as all emotions result in feelings, but not all feelings result from emotions (^{Damásio, 2012}).

Furthermore, emotions precede feelings because, in biological development, that was the order in which they came. Emotions are established through simple reactions that promote the survival of organisms and were easily accepted through evolution. The feeling of emotion, in its purest sense, refers to the idea that the body functions in a certain way. According to this definition, the word “idea” can be replaced by “thought” or “perception” (^{Damásio, 2011}). Physiological and motor responses also adapt to thoughts generated by a series of reactions (^{Mendes, 2016}).

PERCEPTION ABOUT THE INCLUSION OF EMOTIONAL EDUCATION IN THE SCHOOL CURRICULUM

This category encompassed the teachers’ perception about the inclusion of EE in the school curriculum. The participants highlighted the importance of having EE at school, according to the following statements:

P2 - Very good. The importance of working on this emotion from a young age so that the child can identify what they are feeling. If she got mad at her colleague because he took the toy, she needs to understand that it’s normal to be mad. It’s normal to feel angry, but we have to know how to deal with it so that everything is okay, so that the child doesn’t end up hitting their classmate.

P3 - I think it’s very important, socio-emotional education is a way of teaching them how to deal with frustrations. We have always worked on hugging, apologizing, and this is all focused on emotions.

P4 - I think it’s very valid, very valid, because I realize, after we started this project at school, this work of working on emotions with children, the evolution it has had, both in the way children express their feelings more.

EE appears in the school environment as an instrument capable of modifying behaviors, where students learn through practice and training, thus regulating their emotions (^{Andrade, Andrade, and Leal, 2019}; ^{Possebon and Possebon, 2020}). It is known that emotion is an inherent component of thought, action, motivation, communication and that, through action, it becomes fundamental for relevant learning, considering that students and teachers need to be involved in the educational process so that this is attractive and successful. Taking emotions into account in the educational process means creating human development, which does not focus exclusively on grades, but which places the individual at the center of the discussion in all their importance and sentimentality (^{Mendes, 2016}; ^{Pérez and Filella, 2019}).

In this sense, a relationship is expected from the school that improves self-knowledge through emotional regulation to the extent that it is reflected in the individual’s integral development (^{Andrade, Andrade, and Leal, 2019}). EE in the school environment aims, above all, to be preventive and aims for the student to develop skills that help in identifying and controlling emotions. Children who have this preparation are healthier and exhibit good academic performance, better relationships with other people, have fewer conduct problems and are less prone to violence (^{Mendes, 2016}; ^{Pérez and Filella, 2019}; ^{Mira-Galvañ and Gilar-Corbi, 2020}; ^{Strahan and Poteat, 2020}). Therefore, teachers cannot expect students to simply reflect and understand the material, but it is also necessary to provide learning situations in which students are able to feel the content studied. Through emotional education, one can live in a calmer and more connected way to the world, as controlling emotions collaborates with the union of sensitive and rational nature (^{Andrade, Andrade, and Leal, 2019}; ^{Barrios-Tao and Pena Rodrigues, 2019}).

STRATEGIES FOR CARRYING OUT AN EMOTIONAL EDUCATION PROGRAM WITH CHILDREN IN THE CLASSROOM

This category sought to understand the way teachers carry out the EEP. From the statements, it can be identified that the majority used conversation or games, focusing on something more playful, according to the reports below:

P1 - I always tried to start in a different way, do a circle or make a song to introduce, the stories are poems, narrations and songs. We have this resource to start the class in a different way, you know?

P2 - Storytelling always has healthy attitudes and unhealthy attitudes, so, generally, the character starts with an unhealthy attitude, takes the toy without asking to borrow it, then there is a fight, but then they realize that this is not cool and change their attitude, you know? And so the children could understand. Socio-emotional education is a lot of exchanging, writing a letter for a colleague, making cards, playing together, playing a cooperative game.

P4 - In each class I had, I worked on a type of emotion. And there was always a chat circle, conversations, and everyone could express themselves, analyze what was worked on in the reading, in the story, and everyone could talk, express their emotions.

P5 - For example, if you are going to work on kindness, there is a story, and then there are all the characters, there are animals from the living forest, there are several animals, and these animals talk, they have feelings, anyway, and then there is the story, you tell the story and the whole lesson has a story and has music. We download music on our cell phones, sing, dance, it’s very fun, right? And, generally, there is activity or painting, making masks with them, some artistic activity together, right? So, there’s the story, the music, the games, and the activity.

The play is extremely important for the mental health of individuals, being an element of knowledge and self-regulation of emotions (^{Andrade, Andrade and Leal, 2019}). Playing requires attention from parents and educators, as it is a space where children express themselves in the most genuine way (^{Modesto Silva and Fukui, 2020}). It is understood that the inclusion of play in the education of emotions is essential, as it helps to understand the conflicting experiences that arise when people interact. In this way, it is possible to build knowledge and allow children to think to find more assertive behavior according to their needs, putting their creativity into practice in the face of adverse situations (^{Andrade, Andrade and Leal, 2019}).

To achieve more effective teaching, it is essential to offer new methodologies that are innovative and enjoyable. Playfulness, in early childhood education, has proven to be one of the main techniques that help promote differentiated and quality learning for children. Although it requires careful planning in its execution, playful activity is a very dynamic resource that provides effective results in education (^{Modesto, Silva and Fukui, 2020}). Children learn when they associate their way of seeing with their way of thinking and feeling, therefore, practice through experiences is the best methodology to make children exercise their thoughts and feelings (^{Andrade, Andrade and Leal, 2019}).

When the teacher uses playfulness, it allows the student to modify their vision based on new experiences that favor the creation of a more reflective and enhanced worldview, relating the past with the different realities of life (ibidem).

Games with pedagogical objectives benefit the teaching and learning process, making students more aware of their role in society and also providing excellent results in school performance. Playful activities, associated with student motivation and interest and teacher mastery, enable new ways of teaching and learning (^{Carmo and Cintra, 2018}; ^{Modesto, Silva and Fukui, 2020}).

CHANGES IN CHILDREN AFTER COMPLETING THE PROGRAM

This category refers to the changes perceived in children after carrying out the EEP. The most noticeable changes were the identification of positive and negative attitudes, sharing toys and being kind to classmates and teachers, according to reports:

P1 - We can notice the difference in children’s attitudes, we talk a lot about kindness, sharing, respect, so the sooner you do, the more positive results you will find ahead.

P2 - It’s a learning experience that doesn’t just happen there, because we learned something for life. We see that it has results, you know?

P3 - When not everything happens the way it is, they are unable to express themselves or simply deal with what is happening, and, when there is socio-emotional education, it is a way of teaching them to learn how to deal with frustrations.

P4 - After we, at school, started this project, this work of working on emotions with children, the evolution it had, both in the way children expressed their feelings more [...] And I realized that those shyer children, more reserved, over time, they managed to express themselves more, they managed to talk more, from sharing toys, playing in the yard, you know? They have evolved a lot.

The statements indicate an improvement in interpersonal relationships and the expression of their feelings, which is in line with the literature showing that working on emotions in the classroom improves students’ social and emotional skills inside and outside of school and also their ability of learning (^{Goleman, 2012}). Skills such as dealing with anger and frustration, developing empathy, improving a sense of humor, and greater willingness to learn are developed in EE programs at school (^{Pérez and Filella, 2019}). Learning about emotion self-regulation and problem-solving skills helps children manage aggression and protects against behavioral problems, as well as the development of psychiatric disorders (^{Bonfatti et al., 2021}).

A survey carried out in the municipal network of the city of Queimadas, in Paraíba, showed results on the impacts of the training program in EE. Most teachers reported behavioral changes in students who were aggressive and shy (^{Possebon and Possebon, 2020}). Also, a study with public kindergarten students in the city of Portalegre showed that most children learned to identify and recognize emotions, showing good development and emotional balance. It can be said, then, that, in this case, children have an emotional development corresponding to their age and that this will contribute to the future (^{Catarreira, 2015}).

Students who can control their emotions present more adaptive behaviors and improve academic performance (^{Usan Supervia and Salavera Bordas, 2018}), for example, attitudes such as remaining calm during tests or activities and respecting the opinion of others, which facilitates communication and positive interaction with others (^{Medeiros and Moura, 2020}). In this sense, a study carried out with a third-year class of basic education in Portugal, which evaluated the effectiveness of an emotional regulation program carried out by teachers, showed that students were more aware of their abilities and difficulties, that is, greater self-efficacy academic and emotional, which ended up reflecting a more welcoming and favorable environment for work and learning (^{Esteves, 2011}).

TEACHER: WORKING ON THEIR OWN EMOTIONS

This category covered the recognition and management of their own emotions by teachers. All teachers recognize the importance of working on their emotions to develop EEP with children, according to the following narratives:

P2 - When we are well, we can be better for everyone and, as a teacher of early childhood education, it is also important for us to be well, because they copy a lot of what we do and they also notice when we are not well and so it’s important. And, as I told you, last year, I tried to go to therapy, because, when we are not well, we cannot be a good teacher, with the little ones, having the patience, but also the firmness that is necessary, right?

P4 - I think it is very important, because the teacher, in fact, has to feel good about herself to be able to transmit this to the children.

P5 - The teacher has to be well to do her job, because she actually transmits all of this to the child.

EE programs help teachers in their daily practice, contributing to the promotion of care related to mental health in schools (^{Motta and Romani, 2019}). The classroom can be a welcoming environment or not, this will depend on how the teacher deals with their emotions and those of their students. Teachers need to learn to evaluate their emotions, as ignoring affectivity can increase crises and conflicts in classes (^{Mendes, 2016}). In this interaction between teacher and student, there is emotional contagion, that is, an influence on the teacher’s emotional state, through an involuntary repetition of gestures, tone of voice or facial expression (^{Goleman, 2012}). It is understood that educators would also need to use this contagion, with the aim of improving interpersonal relationships in the classroom, as the more synchronous they are with students, the greater their involvement and interest in studying (^{Mendes, 2016}).

Some children arrive at school with emotional and social needs, and this presents the teacher with a great challenge. At the same time as they need to teach students, they also need emotional preparation to manage their own emotions. Only then will they be able to assist in the emotional awakening of their students. Therefore, it is an emerging need to develop teachers’ emotional competence, considering frustrations and problems in their profession (^{Silva and Silva, 2009}). Empathy, the ability to understand what others feel, is linked to the interpretation of non-verbal signals arising from other people’s emotional expression and the knowledge of one’s own emotions. This skill is important in social relationships, as it is through emotional reading that individuals better understand the people they interact with (^{Goleman, 2012}).

It is considered that, for any individual, but especially for teachers, it is essential to understand the concepts related to emotions, feelings and affectivity, as they have the essential skills for emotional awareness and understanding (^{Mendes, 2016}). Education is a process that aims at the development of society and must pay attention to the biological and social needs of beings during their lives, even if, along this path, they will suffer some influences from the environment. Several demands are imposed on teachers, as they perform a social and personal service, and they must have numerous skills and knowledge. However, the relationship between teacher and student establishes a new dynamic of intense interpersonal relationships, not limited to just the representation of different roles (^{Silva and Silva, 2009}).

In the context of developing work with emotions in the classroom, teachers from a public school in Bahia reported difficulties in understanding, dealing with and managing their emotions and those of their students. However, most teachers realize the importance and need to develop and know how to deal with their emotions so that they can help their students (ibidem). Furthermore, teachers at a private school in Maranhão state that working with emotions is essential in the learning context, understanding that the greater the knowledge about oneself, the greater the ability to manage one’s emotions and control adverse situations, helping the student (^{Silva, 2018}).