<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[Child.philo.]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872013000100063</article-id>
<article-id pub-id-type="doi">110.12957/childphilo.2017.26763</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Improving emotion comprehension and social skills in early childhood through philosophy for children]]></article-title>
<article-title xml:lang="pt"><![CDATA[Melhorando a compreensão das sensações e as habilidades sociais na primeira infância Através da filosofia para crianças]]></article-title>
<article-title xml:lang="es"><![CDATA[Mejorando la comprensión de las emociones y las habilidades sociales en la temprana Infancia a través de filosofía para niños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giménez-Dasí]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quintanilla]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Daniel]]></surname>
<given-names><![CDATA[Marie-France]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Valencia Departament of Developmental Psychology Faculty of Psychology]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNED Departament of Methodology Faculty of Psychology]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Université de Montréal Departement of Kinesiology ]]></institution>
<addr-line><![CDATA[Montréal Québec]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2013</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>63</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872013000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872013000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872013000100063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program uses Philosophy for Children (P4C) as the work format and is based on the idea that reflection and dialogue among peers is one of the most effective ways to interiorize significant knowledge. The program was applied during one school year in two preschool classrooms (one class of 4-year-olds and one class of 5-year-olds). Comparisons of the pre- and post-treatment measures of the control (N=28) and experimental (N=32) groups show significant improvements in emotion comprehension and social competence in the 5-year-old children and improvements related to social competence in the 4-year-olds. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A rela&#231;&#227;o entre a compreens&#227;o das emo&#231;&#245;es e a compet&#234;ncia social desde a primeira idade foi acordada em numerosos estudos no campo da psicologia do desenvolvimento. O conhecimento da emo&#231;&#227;o na inf&#226;ncia parece ter suas ra&#237;zes nas conversa&#231;&#245;es e explica&#231;&#245;es acerca do que as crian&#231;as escutam sobre o que s&#227;o as emo&#231;&#245;es e sobre como gerencia-las. Dado que as interven&#231;&#245;es sobre a conduta no m&#237;nimo n&#227;o conseguem melhoras ou generalizar-se desde outros contextos a m&#233;dio prazo, este estudo avalia os resultados de uma interven&#231;&#227;o com o programa Pensando as emo&#231;&#245;es. Este programa utiliza a Filosofia para Crian&#231;as (FpC) como forma de trabalho e tem por base na ideia de que a reflex&#227;o e o di&#225;logo entre pares &#233; uma das maneiras mais eficazes para interiorizar conhecimentos significativos. O programa foi aplicado durante um ano escolar em duas aulas de pr&#233;-escolar (uma turma de 4 anos de idade e uma turma de 5 anos de idade). As compara&#231;&#245;es das medi&#231;&#245;es de pr&#233; e post-tratamento nos grupos de controle (N = 28) e experimental (N = 32) mostram melhoras significativas na compreens&#227;o da emo&#231;&#227;o e a compet&#234;ncia social nos de 4 anos de idade. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La relaci&#243;n entre la comprensi&#243;n de la emociones y la competencia social desde muy temprana edad se ha abordado en numerosos estudios en el campo de la psicolog&#237;a del desarrollo. El conocimiento de la emoci&#243;n en la infancia parece tener sus ra&#237;ces en las conversaciones y explicaciones acerca de lo que los ni&#241;os escuchan que son las emociones y sobre c&#243;mo gestionarlos. Dado que las intervenciones conductuales a menudo no logran mejoras o generalizarse hacia otros contextos en el mediano plazo, este estudio eval&#250;a los resultados de una intervenci&#243;n con el programa Pensando las Emociones. Este programa utiliza la Filosof&#237;a para Ni&#241;os (FpN) como forma de trabajo y se basa en la idea de que la reflexi&#243;n y el di&#225;logo entre pares es una de las maneras m&#225;s eficaces para interiorizar conocimientos significativos. El programa se aplic&#243; durante un a&#241;o escolar en dos aulas de preescolar (una clase de 4 a&#241;os de edad y una clase de 5 a&#241;os de edad). Las comparaciones de las mediciones de pre y post-tratamiento en los grupos de control (N = 28) y experimental (N = 32) muestran mejoras significativas en la comprensi&#243;n de la emoci&#243;n y la competencia social en los ni&#241;os de 5 a&#241;os de edad, y mejoras relacionadas con la competencia social en los de 4 a&#241;os de edad. ]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Emotion comprehension]]></kwd>
<kwd lng="en"><![CDATA[Social competence]]></kwd>
<kwd lng="en"><![CDATA[Philosophy for Children]]></kwd>
<kwd lng="en"><![CDATA[Intervention programs.]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão emocional]]></kwd>
<kwd lng="pt"><![CDATA[Competência social]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia para crianças]]></kwd>
<kwd lng="es"><![CDATA[Comprensión emocional]]></kwd>
<kwd lng="es"><![CDATA[Competencia social]]></kwd>
<kwd lng="es"><![CDATA[Filosofía para niños]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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