Asociación entre las prácticas contemplativas, las habilidades sociales y los problemas de conducta de párvulos entre 24 y 61 meses de edad

Aceves Martínez, M. D. L. A. y Barroso Tanoira, F. (2016). Competencias socioemocionales en las prácticas profesionales. Un estudio en la industria hotelera. Investigación y Ciencia, 5, 34-49.

Ahmed, H. (2017). Gender as a moderator of the association between teacher-child relationship and social skills in preschool. Early Child Development and Care, 1-15. doi: 10.1080/03004430.2016.1278371

Álvarez Bolaños, E. (2018). La competencia emocional como reto en la formación y actualización docente. Reflexiones a partir de un estudio de casos en educación básica en México. Controversias y Concurrencias Latinoamericanas, 10 (17), 199-220.

American Psychological Association – APA (n.d.). Human Research Protections. http://www.apa.org/research/responsible/human/index.aspx?tab=1

Astle, D. E. y Scerif, G. (2009). Using developmental cognitive neuroscience to study behavioral and attentional control. Developmental Psychobiology, 51 (2), 107-118. doi: 10.1002/dev.20350

Ato, M., López, J. y Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29 (3), 1038-1059. doi: 10.6018/analesps.29.3.178511

Barnes, T. N., Wang, F. y O’Brien, K. M. (2018). A meta-analytic review of social problem-solving interventions in preschool settings. Infant and Child Development, e2095, 1-22. doi: 10.1002/icd.2095

Barry, M. M., Clarke, A. M. y Dowling, K. (2017). Promoting social and emotional well-being in schools. Health Education, 117 (5), 434-451. doi: 10.1108/he-11-2016-0057

Benavides, A., Romero, M., Quesada, A. B. y Corredor, G. A. (2017). Basic executive functions in early childhood education and their relationship with social competence. Procedia – Social and Behavioral Sciences, 237, 471-478. doi: 10.1016/j.sbspro.2017.02.092.

Benítez Muñoz, J. L., Pichardo Martínez, M. d. C., García Berbén, T., Fernández Cabezas, M., Justicia Justicia, F. y Fernández de Haro, E. (2011). Análisis de la estructura factorial de las puntuaciones de la “Preschool and Kindergarten Behavior Scale” en población española. Psicothema, 23 (2), 314-321.

Benninger, E. y Savahl, S. (2016). A systematic review of children’s construction of the self: Implications for children’s subjective well-being. Child Indicators Research, 10 (2), 545-569. doi: 10.1007/s12187-016-9382-2

Bisquerra, R. (2009). Psicopedagogía de las emociones. Madrid: Síntesis.

Bornemann, B., Kovacs, P. & Singer, T. (2019). Voluntary upregulation of heart rate variability through biofeedback is improved by mental contemplative training. Scientific Reports, 9 (1), 1-13. doi: 10.1038/s41598-019-44201-7

Bradshaw, C. P., Goldweber, A., Fishbein, D. & Greenberg, M. T. (2012). Infusing developmental neuroscience into school-based preventive interventions: Implications and future directions. Journal of Adolescent Health, 51 (2), S41-S47.

Brownstein, M., Madva, A. & Gawronski, B. (2019). What do implicit measures measure? Wiley interdisciplinary reviews. Cognitive Science, 10 (e1501), 1-10. doi: 10.1002/wcs.1501.

Cardaciotto, L., Herbert, J., Forman, E., MoitraE. y Farrow, V. (2008). The assessment of present-moment awareness and acceptance: The Philadelphia mindfulness scale. Assessment, 15, 204-223. doi: 10.1177/1073191107311467

Carlo, G., Mestre, M. V., McGinley, M. M., Samper, P., Tur, A. & Sandman, D. (2012). The interplay of emotional instability, empathy, and coping on prosocial and aggressive behaviors. Personality and Individual Differences, 53 (5), 675-680. doi: 10.1016/j.paid.2012.05.022

Cheang, R., Gillions, A. y Sparkes, E. (2019). Do mindfulness-based interventions increase empathy and compassion in children and adolescents: A systematic review. Journal of Child and Family Studies, 1-15. doi: 10.1007/s10826-019-01413-9

Chen, X. (2016). Socioemotional development across cultures. Minnesota Symposia on Child Psychology, 275-298. doi: 10.1002/9781119301981.ch7

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.

Cordero, E. (2017). Las habilidades sociales en el aprendizaje infantil de 2 a 4 años. Espirales, 1 (1), 20-25.

Cornejo, J. (2014). Prácticas profesionales durante la formación inicial docente: análisis y optimización de sus aportes a los que aprenden y a los que enseñan a aprender “a enseñar”. Estudios Pedagógicos (Valdivia), 40 (Especial), 239-256. doi: 10.4067/S0718-07052014000200014

Crescentini, C., Capurso, V., Furlan, S. y Fabbro, F. (2016). Mindfulness-oriented meditation for primary school children: Effects on attention and psychological well-being. Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.00805

Cui, J., Mistur, E. J., Wei, C., Lansford, J. E., Putnick, D. L. y Bornstein, M. H. (2018). Multilevel factors affecting early socioemotional development in humans. Behavioral Ecology and Sociobiology, 72 (172), 1-20. doi: 10.1007/s00265-018-2580-9

Devcich, D. A., Rix, G., Bernay, R. & Graham, E. (2017). Effectiveness of a mindfulness-based program on school children’s self-reported well-being: A pilot study comparing effects with an emotional literacy program. Journal of Applied School Psychology, 33 (4), 309-330. doi: 10.1080/15377903.2017.1316333

Domitrovich, C. E., Durlak, J. A., Staley, K. C. y Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88 (2), 408-416. doi: 10.1111/cdev.12739

Donald, J. N., Sahdra, B. K., Van Zanden, B., Duineveld, J. J., Atkins, P. W. B., Marshall, S. L. y Ciarrochi, J. (2018). Does your mindfulness benefit others? A systematic review and meta-analysis of the link between mindfulness and prosocial behaviour. British Journal of Psychology, 9. doi: 10.1111/bjop.12338

Eggum, N. D., Eisenberg, N., Kao, K., Spinrad, T. L., Bolnick, R., Hofer, C. … & Fabricius, W. V. (2011). Emotion understanding, theory of mind, and prosocial orientation: Relations over time in early childhood. The Journal of Positive Psychology, 6 (1), 4-16. doi: 10.1080/17439760.2010.536776

Elzohary, N. W. (2017). Relationship between ego resilience, perceived stress and life satisfaction among faculty nursing students. IOSR Journal of Nursing and Health Science (IOSR-JNHS), 6 (6), 57-70.

Ergas, O. (2015). The post-secular rhetoric of contemplative practice in the curriculum. En P.Wexler y Y.Hotam (eds.), New social foundations for education: Education in post-secular society (pp. 107-130). Nueva York: Peter Lang.

Ergas, O, Hadar, L. L., Albelda, N. y Levit-Binnun, N. (2018). Contemplative neuroscience as a gateway to mindfulness: Findings from an educationally framed teacher learning program. Mindfulness, 1-13. doi: 10.1007/s12671-018-0913-4

Fernández, M., Quintanilla, L. y Giménez, M. (2015). Pensando las emociones con niños de dos años: un programa educativo para mejorar el conocimiento emocional en primer ciclo de Educación Infantil. Cultura y Educación, 27 (4), 802-838. doi: 10.1080/11356405.2015.1089385

Fernández, P. y Extremera, N. (2006). Emotional intelligence: A theoretical and empirical review of its 15 years of history. Psicotema, 18 (1), 7-12.

Flook, L., Goldberg, S., Pinger, L. y Davidson, R. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51 (1), 44-51. doi: 10.1037/a0038256

Fredrickson, B. L., Arizmendi, C., Van Cappellen, P., Firestine, A. M., Brantley, M. M., Kim, S. L. … Salzberg, S. (2019). Do contemplative moments matter? Effects of informal meditation on emotions and perceived social integration. Mindfulness, 1-11. doi: 10.1007/s12671-019-01154-2

Galicia, L. A., Balderrama, J. A. y Edel, R. (2017). Validez de contenido por juicio de expertos: propuesta de una herramienta virtual. Apertura, 9 (2), 42-53. doi: 10.18381/ap.v9n2.993

Galla, B. M., Kaiser-Greenland, S. y Black, D. S. (2016). Mindfulness training to promote self-regulation in youth: Effects of the inner kids program. En K.Schonert-Reichl y R. W.Roeser (eds.), Handbook of research on mindfulness in education (pp. 295-311). Nueva York: Springer Press.

Gaudet, B. y Letourneau, N. (2015). Socioeconomic status and social-emotional development of children from birth to 36 months of age: A systematic narrative review. International Encyclopedia of the Social & Behavioral Sciences, 942-948. doi: 10.1016/b978-0-08-097086-8.23053-5

Haslip, M. J., Allen-Handy, A. y Donaldson, L. (2019). How do children and teachers demonstrate love, kindness and forgiveness? Findings from an early childhood strength-spotting intervention. Early Childhood Education Journal, 47, 531-547. doi: 10.1007/s10643-019-00951-7

Henderson, Z., Fox, J. R. E., Trayner, P. y Wittkowski, A. (2019). Emotional development in eating disorders: A qualitative meta‐synthesis. Clinical Psychology & Psychotherapy, 1-41. doi: 10.1002/cpp.2365

Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: A case for the evidence-based emotional cognitive social early learning approach. International Journal of Child Care and Education Policy, 11 (1), 1-19. doi: 10.1186/s40723-017-0038-6

Humphreys, L., Crino, R. y Wilson, I. (2017). The competencies movement: Origins, limitations, and future directions: The competencies movement. Clinical Psychologist, 22 (2), 1-10. doi: 10.1111/cp.12143.

Jansen, P., Schulze, A. y Nottberg, C. (2016). Influence of mindfulness-based interventions on executive functions in childhood: A systematic review. Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie, 48 (4), 206-216. doi: 10.1026/0049-8637/a000160

Klingbeil, D. A., Fischer, A. J., Renshaw, T. L., Bloomfield, B. S., Polakoff, B., Willenbrink, J. B. … Chan, K. T. (2016). Effects of mindfulness-based interventions on disruptive behavior: A meta-analysis of singlecase research. Psychology in the Schools, 54 (1), 70-87. doi: 10.1002/pits.21982

Kralicek, D., Shelar, S., von Rabenau, L. y Blikstein, P. (2018). Inside out. Proceedings of the 17th ACM Conference on Interaction Design and Children – IDC ’18. doi: 10.1145/3202185.3213525

Kreplin, U., Farias, M. y Brazil, I. A. (2018). The limited prosocial effects of meditation: A systematic review and meta-analysis. Sci Rep, 8 (1), 2403. doi: 10.1038/s41598-018-20299-z

Lacunza, A.B. (2011). Habilidades sociales y comportamientos problemáticos en niños de nivel escolar inicial. Acta Psiquiátr Psicol Am Lat, 57 (3), 190-197.

Lacunza, A. B., Solano, A. C. y Contini, N. (2009). Habilidades sociales preescolares: una escala para niños de contextos de pobreza. Revista de Psicología, 27 (1), 3-28.

Lacunza, A. y Contini, N. (2009). Habilidades sociales en niños preescolares en contextos de pobreza. Revista Ciencias Psicológicas, 3 (1), 57-66.

Langer, A., Ulloa, V., Cangas, A., Rojas, G. y Krause, M. (2015). Mindfulness-based interventions in secondary education: A qualitative systematic review. Estudios de Psicología, 36 (3), 533-570. doi: 10.1080/02109395.2015.1078553

Lería Dulčić, F. (2017). Incorporación de la orientación contemplativa en la práctica educativa del siglo xxi. REICE, Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 15 (4), 67-85. doi: 10.15366/reice2017.15.4.004

Lería Dulčić, F. (2019). Programa para el desarrollo de habilidades contemplativas básicas en educadoras de párvulos en práctica profesional para la potenciación del desarrollo socioemocional del párvulo y la promoción de ambientes educativos bien tratantes. En B.Torres, Educación, escuela y profesorado: Aportes desde el Consejo de Decanos de Facultades de Educación del Consejo de Rectores de las Universidades Chilenas (CONFAUCE) (pp. 187-213) Concepción: Sello Editorial Universidad de Concepción.

Lería Dulčić, F. J., Sasso Orellana, P. y Salgado Roa, J. (2019). Strengthening initial professional education in preschool teachers: contemplative program “The Rite of Silence”. Aulas de Encuentro, 21 (1), 160-181. doi;10.17561/ae.v21i1.9

Lins, T., Alvarenga, P., Paixão, C., Almeida, E. y Costa, H. (2012). Problemas externalizantes e agressividade infantil: uma revisão de estudos brasileiros. Arquivos Brasileiros de Psicologia, 64 (3), 57-75.

Lo, H. H. M., Wong, S. Y. S., Wong, J. Y. H., Wong, S. W. L. y Yeung, J. W. K. (2016). The effect of a familybased mindfulness intervention on children with attention deficit and hyperactivity symptoms and their parents: Design and rationale for a randomized, controlled clinical trial (Study protocol). BMC Psychiatry, 16 (1), 1-9. doi: 10.1186/s12888-016-0773-1

López-Hernáez, L. (2016). Técnicas Mindfulness en centros educativos. Desarrollo académico y personal de sus participantes-Mindfulness techniques in the schools. Academic and personal development of its participants. REOP – Revista Española de Orientación y Psicopedagogía, 27 (1), 134-146. doi: 10.5944/reop.vol.27.num.1.2016.1703

Marchant, T., Milicic, N. y Álamos, P. (2013). Impacto en los niños de un programa de desarrollo socioemocional en dos colegios vulnerables en Chile. Revista Iberoamericana de Evaluación Educativa, 6 (2), 167-186.

Marín, J. C. (2010). Revisión teórica respecto a las conductas prosociales. Análisis para una reflexión. Psicogente, 13 (24), 369-388.

Marques, A., Tanaka, L. & Foz, A. (2019). Avaliação de programas de intervenção para a aprendizagem socioemocional do professor: Uma revisão integrativa. Revista Portuguesa De Educação, 32 (1), 35-51. doi: 10.21814/rpe.15133

Mayer, J. D., Salovey, P. y Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63 (6), 503-517. doi: 10.1037/0003-055x.63.6.503

Merrell, K. W. (2003). Preschool and kindergarten behavior scales : Spanish language version. Austin, TX: PRO-ED.

Nadler, R., Cordy, M., Stengel, J., Segal, Z. V. y Hayden, E. P. (2017). A brief mindfulness practice increases self-reported calmness in young children: A pilot study. Mindfulness, 8 (4), 1088-1095. doi: 10.1007/s12671-017-0685-2

Nergaard, K. (2017). Empathic expressions among three-year-olds in play and interaction in ECEC institutions in Norway: Bodily empathic expressions purposed for peers’ well-being and confirming relationships. Early Child Development and Care, 1-13. doi: 10.1080/03004430.2017.1387782

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [OREALC/UNESCO] (2016). Estado del arte y criterios orientadores para la elaboración de políticas de formación y desarrollo profesional de docentes de primera infancia en América Latina y el Caribe. Santiago: Unesco.

Pandey, A., Hale, D., Das, S., Goddings, A. -L., Blakemore, S.-J. y Viner, R. M. (2018). Effectiveness of universal self-regulation–based interventions in children and adolescents. JAMA Pediatrics, 172 (6), 566-575. doi: 10.1001/jamapediatrics.2018.0232

Parent, J., McKee, L. G., N. Rough, J. y Forehand, R. (2015). The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of Abnormal Child Psychology, 44 (1), 191-202. doi: 10.1007/s10802-015-9978-x

Pérez-Escoda, N., Berlanga Silvente, V. y Alegre Rosselló, A. (2019). Desarrollo de competencias socioemocionales en educación superior: evaluación del posgrado en educación emocional. Bordón, Revista de Pedagogía, 71 (1), 97-113. doi: 10.13042/Bordon.2019.64128

Qi, H., Zhang, H. H., Hanceroglu, L., Caggianiello, J. y Roberts, K. P. (2018). The influence of mindfulness on young adolescents’ eyewitness memory and suggestibility. Applied Cognitive Psychology, 1-7. doi: 10.1002/acp.3452

Rashedi, R. N. y Schonert-Reichl, K. A. (2019). Yoga and willful embodiment: A new direction for improving education. Educational Psychology Review, 1-10. doi: 10.1007/s10648-019-09481-5

Reyna, C. y Brussino, S. (2009). Propiedades psicométricas de la escala de comportamiento preescolar y jardín infantil en una muestra de niños argentinos de 3 a 7 años. Psykhe (Santiago), 18 (2), 127-140. doi: 0.4067/S0718-22282009000200009

Rice, V. J. y Overby, C. (2019). Which mindfulness meditation delivery method yields the greatest benefits? Advances in Intelligent Systems and Computing, 184-195. doi: 10.1007/978-3-030-20037-4_17

Ridderinkhof, A., de Bruin, E .I., Blom, R., Singh, N. N. y Bögels, S. M. (2019). Mindfulness-based program for autism spectrum disorder: A qualitative study of the experiences of children and parents. Mindfulness, 1-16. doi: 10.1007/s12671-019-01202-x

Ritblatt, S. N., Hokoda, A. y Van Liew, C. (2017). Investing in the early childhood mental health workforce development: Enhancing professionals’ competencies to support emotion and behavior regulation in young children. Brain Sciences, 7 (120), 1-19. doi: 10.3390/brainsci7090120

Roeser, R. y Peck, S. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44 (2), 119-136. doi: 10.1080/00461520902832376

Rubiales, J., Russo, D., Paneiva, J. P. y González, R. (2018). Revisión sistemática sobre los programas de Entrenamiento Socioemocional para niños y adolescentes de 6 a 18 años publicados entre 2011 y 2015. Revista Costarricense de Psicología, 37 (2), 163-186. doi: 10.22544/rcps.v37i02.05

Rubio, M. H. (2017). Habilidades de procedimiento que influyen en la adquisición de hábitos. Rev. Col. Reh, 16 (1), 16-23.

Scott, C. L. (2015). The futures of learning 3: What kind of pedagogies for the 21st century. Education Research and Foresight, 15, 1-21. doi: 10.22452/iojel.vol1no1.1

Secanell, I. L. y Núñez, S. P. (2019). Mindfulness y el abordaje del TDAH en el contexto educativo. Revista Brasileira de Educação Especial, 25 (1), 175-188. doi: 10.1590/s1413-65382519000100011

Séguin, D. G. y MacDonald, B. (2016). The role of emotion regulation and temperament in the prediction of the quality of social relationships in early childhood. Early Child Development and Care, 188 (8), 1147-1163. doi: 10.1080/03004430.2016.1251678

Semple, R. J., Droutman, V. y Reid, B. A. (2016). Mindfulness goes to school: Things learned (so far) from research and real-world experiences. Psychology in the Schools, 54 (1), 29-52. doi: 10.1002/pits.21981

Shahaeian, A., Razmjoee, M., Wang, C., Elliott, S. N. y Hughes, C. (2017). Understanding relational aggression during early childhood: An examination of the association with language and other social and cognitive skills. Early Childhood Research Quarterly, 40, 204-214. doi: 10.1016/j.ecresq.2017.04.002

Solís, M. C., Núñez, C., Contreras, I., Rittershaussen, S., Montecinos, C. y Walker, H. (2011). Condiciones de la formación práctica de los futuros profesores. Estudios Pedagógicos (Valdivia), 37 (1), 127-147. doi: 10.4067/S0718-07052011000100007

Thierry, K. L., Bryant, H. L., Nobles, S. S. y Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27 (6), 805-821. doi: 10.1080/10409289.2016.1141616

Vaello Orts, J. y Vaello Pecino, O. (2018). Competencias socioemocionales del profesorado. Participación Educativa, 5 (8), 95-104.

Van Bockstaele, B., Notebaert, L., Salemink, E., Clarke, P. J. F., MacLeod, C., Wiers, R. W. y Bögels, S. M. (2019). Effects of interpretation bias modification on unregulated and regulated emotional reactivity. Journal of Behavior Therapy and Experimental Psychiatry, 1-54. doi: 10.1016/j.jbtep.2019.03.009

Vargas, R.M. y Muñoz, A.M. (2013). La regulación emocional: precisiones y avances conceptuales desde la perspectiva conductual. Psicología USP, 24 (2), 225-240. doi: 10.1590/S0103-65642013000200003

Vickery, C. E. y Dorjee, D. (2016). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology, 6, 1-13. doi: 10.3389/fpsyg.2015.02025

Viglas, M. y Perlman, M. (2017). Effects of a mindfulness-based program on young children’s self-regulation, prosocial behavior and hyperactivity. Journal of Child and Family Studies, 27 (4), 1150-1161. doi: 10.1007/s10826-017-0971-6

Willis, E. (2015). An empathetic beginning in education: Exploring the prospects of self-regulation skills on pro-social behaviour in the early childhood environment. Early Child Development and Care, 186 (4), 662-670. doi: 10.1080/03004430.2015.1045422

Willis, E. y Dinehart, L. H. (2013). Contemplative practices in early childhood: Implications for selfregulation skills and school readiness. Early Child Development and Care, 184 (4), 487-499. doi: 10.1080/03004430.2013.804069

Wolstencroft, J., Robinson, L., Srinivasan, R., Kerry, E., Mandy, W. y Skuse, D. (2018). A systematic review of group social skills interventions, and metanalysis of outcomes, for children with high functioning ASD. Journal of Autism and Developmental Disorders, 1-15. doi: 10.1007/s10803-018-3485-1

Worswick, E., Dimic, S., Wildgrube, C. y Priebe, S. (2017). Negative symptoms and avoidance of social interaction: A study of non-verbal behaviour. Psychopathology, 51 (1), 1-9. doi: 10.1159/000484414

Zhang, Y., Niu, L., Zhang, D., Ip, P., Ho, F., Jiang, Y. … Jiang, F. (2019). Social-emotional functioning explains the effects of physical activity on academic performance among chinese primary school students: A mediation analysis. The Journal of Pediatrics, 1-7. doi: 10.1016/j.jpeds.2018.11.045