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El SEE+ mejora la cognición socioemocional de los niños de 7 a 10 años a través de la observación y la inferencia

Sveta Mayer^1,2, Iroise Dumontheil^2,3,4, Hannah R Wilkinson^2,3

¹UCL Faculty of Education and Society, University College London, Camden, London, United Kingdom.

|September 2, 2025

Resumen

Este estudio muestra que el programa SEE+ mejoró significativamente el reconocimiento de emociones y la comprensión social de los niños. La actividad de aprendizaje computarizado mejoró las habilidades socioemocionales en diversos escolares del Reino Unido.

Área de la Ciencia:

Psicología infantil
Tecnología educativa
Aprendizaje social y emocional

Sus antecedentes:

La interacción social efectiva en los niños depende de la decodificación de señales sociales y emociones.
Las dificultades en la cognición social pueden conducir a la exclusión, lo que pone de relieve la necesidad de intervenciones.
Los programas de aprendizaje social y emocional (SEL) tienen como objetivo mejorar estas habilidades y los resultados académicos.

Objetivo del estudio:

Para evaluar la eficacia de una nueva actividad de aprendizaje computarizado basado en el aula, SEE + (compromiso socioemocional a través de la observación).
Mejorar el reconocimiento de emociones y la teoría de la mente en niños de 7 a 10 años a través de la observación y la inferencia.
Evaluar el impacto de SEE+ en diversos entornos escolares en el marco de un ensayo controlado aleatorio a gran escala.

Principales métodos:

Un ensayo controlado aleatorizado a gran escala (n=5585) en el que participaron niños de 7 a 11 años de edad de diversas escuelas inglesas.
Comparación del grupo SEE+ con un grupo de control activo y un grupo de control de enseñanza habitual utilizando modelos mixtos de ANOVA.
Evaluación de las habilidades socioemocionales a través de tareas de observación e inferencia que involucran personajes virtuales.

Principales resultados:

La intervención SEE+ se asoció con una mejora de 4 a 6 meses en el rendimiento de la evaluación socioemocional.
Los niños demostraron efectos de transferencia cercanos, beneficiándose de las evaluaciones utilizando personajes familiares.
Se encontraron pruebas limitadas de efectos de transferencia lejana cuando se usaron fotografías de niños desconocidos.

Conclusiones:

SEE+ es un recurso eficaz, fácil de usar y rentable para integrar el SEL en el plan de estudios escolar.
Los hallazgos sugieren la plasticidad de la cognición socioemocional en niños más pequeños.
El estudio destaca el potencial de las herramientas digitales para apoyar el desarrollo socioemocional en las escuelas.

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