Recognition and expression of emotions in communicative interaction in the second grade of primary school

Abstract

This paper exposes the psychological intervention carried out in an elementary school in México, with second grade students on their socio-emotional development, given the impact in this regard by the COVID-19 pandemic. The objective was that the boys and girls to be trained in the recognition and expression of their emotions and to develop communication with others. The theoretical-methodological basis was the sociocultural perspective of psychology, from which an experiential workshop was designed for the appropriation of the contents by the participants and a qualitative evaluation of the process. The results reveal important advances in the level of appropriation of resources by boys and girls, which was useful for them to begin to assume them in their social interactions. It is concluded that the experiential strategy was relevant to sociocultural support of the intervention for the progress obtained, and that socio-emotional sphere, whose importance was evidenced by the pandemic, requires development throughout all school activities, in interrelation with the cognitive-academic, because the development is integral and not segmented.