Promoting preschoolers’ emotional competence using contemplative education and emotional coaching

This work investigates the effects of organized experiences with preschoolers aged 4 to 5 years, using contemplative education and emotional coaching. Two aspects are highlighted: both emotional knowledge and emotional regulation. A comparison is made concerning those preschoolers who underwent organized experiences versus those who participated in daily normal experiences. Herein, the research is conducted through a quasi- experimental design based on a study of two groups. The sample is comprised of fifty preschoolers with twenty-five preschoolers in each group. Group 1, the experimental group, undergoes training via two steps: organized experiences and individual emotional coaching. Group 2, the control group, receives the normal experience. The duration of the research is ten weeks. Data are analyzed using the mean, standard deviation, t-test and analysis of variance (ANOVA). Results demonstrate that the experimental group had higher emotional competence than previously. Both mean scores for emotional knowledge and emotional regulation reached 0.05 level of significance.