Formación del profesorado : asesoramiento sobre educación emocional en centros escolares de infantil y primaria

En este artículo presentamos el desarrollo de un asesoramiento sobre educación emocional que se está llevando a cabo en los centros de educación infantil y primaria «Doctor Serés», de Alpicat, y «Pinyana», de Alfarràs (Lleida). Desde el marco teórico de la educación emocional y desde el modelo de consulta colaborativa, el asesoramiento tiene la finalidad de formar al profesorado para la implementación de un programa de educación emocional en todos los ciclos de infantil y primaria.En aquest article presentem el desenvolupament d'un assessorament sobre educació emocional que es du a terme en el centres d'educació infantil i primària «Doctor Serés», de Alpicat, i «Pinyana», de Alfarràs (Lleida). Des del marc teòric de l'educació emocional i des del model de consulta col·laborativa, l'assessorament té la finalitat de formar al professorat per a l'aplicació d'un programa d'educació emocional a tots els cicles d'infantil i primària.In this article we introduce the development of an advice-study about Emotional education which is put into practice in the children's Education Centres and Primary Schools «Doctor Serés», in Alpicat, and «Pinyana», in Alfarràs (Lleida). From the Emotional Education framework and from collaborative consulting model, the aim of this advice-study is to train the teaching staff to implement an emotional education program in all courses of children's and Primary Schools

Evaluation of emotional education in the middle cycle of Primary School

El principal propósito de la educación consiste en favorecer el desarrollo integral de la persona, lo cual implica atender el aspecto cognitivo y afectivo. Tradicionalmente, se han priorizado sólo los contenidos cognitivos por este motivo queremos incidir sobre los afectos. El objetivo general de este trabajo de investigación que presentamos consiste en aplicar y evaluar un Programa de Educación Emocional (PEEP), integrado dentro del currículum de Primaria de ciclo medio que ayude a prevenir los efectos nocivos de las emociones negativas y facilite la relación consigo mismo y con los demás. Objetivo general que se constatara a partir de cuatro criterios: conseguir un mejor conocimiento de las propias emociones y de las emociones de los demás, desarrollar estrategias de regulación emocional, mejorar la autoestima, aprender habilidades de vida y socioemocionales. Pues, la finalidad es intervenir en la mejora de la educación emocional de los alumnos entre los 8 y los 10 años, en total 510 alumnos de los cuales 104 formaron la muestra de investigación. Fueron divididos en dos grupos el grupo experimental y el grupo control, ambos constituían una muestra homogénea y estadísticamente comparable por lo que podíamos plantearnos una intervención y valorar su incidencia. Los resultados indican que mejora el nivel de Educación Emocional (EE) de estos alumnos con un nivel de significación de p= 0,001. A partir de este momento, podemos concretar que los resultados conseguidos por los alumnos que han seguido la aplicación del programa mejoran significativamente. Este resultado, nos permite afirmar que el uso intencional del programa de educación emocional para mejorar el ámbito afectivo ha incidido positivamente en el proceso de aprendizaje de los alumnos. Sin embargo consideramos esencial llevar a cabo una formación y posterior evaluación del profesorado en EE, como paso previo necesario para una aplicación óptima del programa.The main purpose of education is to favour overall personal development, which involves taking care of the cognitive aspect and the affective aspect of the self. Traditionally, the cognitive contents alone have taken priority, and it is for this reason that the authors have decided to underscore the affective facet. The main objective of the research project presented in this paper was to apply and evaluate an emotional education programme set up as an integrated part of the middle cycle (age 8 to 10) primary school curriculum to help prevent the injurious effects of negative emotions and facilitate students’ relationship with themselves and with others. Four criteria were established for finding this general objective: to obtain a better knowledge of one’s own emotions and others’ emotions, to develop emotional regulation strategies, to improve self-esteem and to learn life skills and socioemotional skills. The purpose was to take part in the improvement of the emotional education of students between 8 and 10 years of age. Out of a total of 510 students, 104 formed the sample. They were divided into two groups, the experimental group and the control group. Each constituted a homogenous, statistically comparable sample, thus enabling researchers to plan an intervention and weigh its effect. The results showed that the students’ emotional education level improved, with a significance level of p=0.001. The results obtained by the students who followed the programme improved significantly. This finding enables the authors to affirm that the intentional use of the emotional education programme to improve affective scope had a positive effect on the students’ learning process. However, the authors consider it essential to provide teachers with training in emotional education, followed by evaluation, as a prerequisite to optimal application of the programme

The role of titanium dioxide on the behaviour and fate of plastics in the aquatic environment.

Although titanium dioxide (TiO2) is the most widely used pigment in plastics, there is limited quantitative information available for consumer goods and environmental samples. Moreover, and despite its photocatalytic activity, the potential impacts of TiO2 on the behaviour and fate of environmental plastics has received little attention. This paper compiles measurements of Ti in plastic samples from aquatic environments and in consumer goods that are known to make important contributions to environmental pollution. These data, along with a critical evaluation of experimental studies using TiO2-pigmented plastics, are used to formulate an understanding of how the pigment modifies the properties and persistence of environmental plastics. Titanium is heterogeneously distributed amongst different categories and sources of plastic, with concentrations ranging from <1 mg kg-1 in transparent-translucent materials to over 50,000 mg kg-1 in brightly coloured samples. Concentrations towards the higher end are sufficient to change positively buoyant polyolefins into negatively buoyant plastics, suggesting that environmental fractionation based on Ti content might occur. Accelerated leaching of TiO2 from aged plastic has been demonstrated empirically, and while mobilised particles are reported within a size range greater than biotically-active titania nanoparticles, modeling studies suggest that the latter could be derived from TiO2 pigments in the environment. Although rutile appears to be the most important polymorph of TiO2 in non-fibrous plastics, the degree and type of engineered surface modification in consumer and environmental plastics are generally unknown. Surface modification is likely to have a significant impact on the photo-oxidative degradation of plastics and the mobilization of fine (and, possibly, nano-sized) TiO2 particles and requires further research