Verbalization of emotions in pre-school education. Evaluation of an emotional awareness program

Abstract

In this article, the results regarding pupils of the first level of preschool education (2-3 years) are shown, before and after the implementation of an Intervention Program focusing on Emotional Awareness (EA), a basic pillar of Emotional Education. A quasi-experimental design is employed with two pretest-post-test groups, together with a control group (CG) and an instrument Pretest-Posttest has been designed: an Emotional Awareness Questionnaire (EAQ). The findings show a significant increase in scores regarding EA verbalization after the implementation of the ad hoc designed program.