THE DEVELOPMENT AND IMPROVEMENT OF EMOTION COMPREHENSION IN PRESCHOOL AND PRIMARY SCHOOL AGED CHILDREN
DOI:
https://doi.org/10.17627/ALKPSZICH.2024.1.95Keywords:
emotion comprehension, Social-Emotional Learning (SEL), TEC test, intervention-methodAbstract
Background and aims: In recent years the importance of emotion comprehension has become increasingly evident. Several studies have pointed to its links with behavioural problems, cooperation, adjustment and social relations in general (e.g. Hughes et al., 1998, Dunn & Cutting, 1999, Schultz, 2011), but the concept itself is not clearly defined due to the diversity of theoretical approaches and overlapping definitions, and this conceptual diversity makes it difficult to compare interventions aimed at developing emotion comprehension.
Methods: In this article, we have collected and defined the concepts that form the basis of the various conceptions of emotion comprehension from different disciplines, analysed their common features and then placed the novel concept of emotion comprehension (Pons et al.,2002) and Pons and Harris’ defining theory (2019) in an integrated framework of social-emotional learning. We then review the milestones of emotion comprehension development from infancy to early childhood and present a so far missing comprehensive measure of emotion comprehension (TEC test; Pons & Harris, 2000), which could be an effective method for assessing the impact of developmental interventions.
Analysis: After reviewing the literature, the second part of the study provides a comparative analysis of intervention methods using the TEC test as a measurement tool.
Discussion: Finally, the study outlines the framework of a locally developed intervention programme.
