Emotional intelligence and participatory practices with the family in early intervention

Authors

DOI:

https://doi.org/10.7203/relieve.26.1.13168

Keywords:

Early Intervention, Emotional Intelligence, Professional Development, Participatory Practices

Abstract

A current concern in the discipline of Early Intervention is to improve intervention and collaboration with the family, based on appropriate participatory practices. Our objective was to verify if certain emotional intelligence skills, in professionals, can be linked to a greater or lesser exercise of participatory practices with the family. Participated 420 professionals, 25 men and 387 women, from 13 Autonomous Communities of Spain. They completed two instruments: Trait Meta-MoodScale (TMMS-24) from the Salovey and Mayer research group, translated by Fernández-Berrocal and Extremera (2006); Inventory on Professional Practice in Early Intervention (IPPAT), created for this purpose. The results show that Early Care professionals perform participatory practices in their interventions and have high levels of emotional skills. However, we found significant differences in these participatory practices based on their scores on emotional intelligence traits. The results are also discussed in terms of their implications for the training of future professionals in Early Intervention.

Author Biographies

María Marco Arenas, University of Murcia

Associate professor in Research and Diagnosis Methods in Education. Faculty of Education. University of Murcia. Espinardo Campus. Early Years Teacher and Speech Therapist. Doctor in Education. Main research areas: Early intervention and emotional intelligence. Postal address: Facultad de Educación. Campus de Espinardo. 30100 Murcia (Spain).

Francisco-Alberto García-Sánchez, University of Murcia

University Professor. Department of Research and Diagnosis Methods in Education from the University of Murcia. Main research areas: organisation of services and coordination of resources in Early Intervention, Intervention Practices centred around the family. He participated in the writing of the white paper Early Intervention and he is an author and co-author of several articles regarding early intervention, the integral model of action and practices of intervention centred in the family and developed within the natural environment of the child. Postal address: Facultad de Educación. Campus de Espinardo. 30100 Murcia (Spain).

Cristina Sánchez-López, University of Murcia

Tenured Professor. Research and Diagnosis Methods in Education. University of Murcia. Espinardo Campus. Doctor in Psychopedagogy by Murcia University with professional and research interests centred in the area of diagnosis, educational guidance and tutorial action; applied both in the Educational Innovation field in university teaching as well as the professional practice in the area of Early Intervention. Postal address: Facultad de Educación. Campus de Espinardo. 30100 Murcia (Spain)

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Published

2020-10-20

Issue

Vol. 26 No. 1 (2020): Monográfico: Evaluación en la Educación Superior

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Research Articles

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