Educación emocional a través de la literatura: propuesta educativa para Educación Infantil (3 años)

Facultad de educación de Palencia UNIVERSIDAD DE VALLADOLID EMOTIONAL EDUCATION THROUGH LITERATURE: PROPOSAL FOR INFANT EDUCATION (3 YEAR OLDS) EDUCACIÓN EMOCIONAL A TRAVÉS DE LA LITERATURA: PROPUESTA EDUCATIVA PARA EDUCACIÓN INFANTIL (3 AÑOS) TRABAJO FIN DE GRADO GRADO EN EDUCACIÓN INFANTIL MENCIÓN EN LENGUA INGLESA AUTOR: INÉS GONZÁLEZ DE LA PARTE TUTOR: PATRICIA SAN JOSÉ RICO PALENCIA, JUNIO 2019 Infant Education Final Degree Project 1 ABSTRACT During this Final Degree Project a didactic proposal focused on working with ‘emotional intelligence’ through literature, more specifically through the well-known Disney story of Peter Pan, is presented. This proposal is aimed at a group of three-yearolds students, with which the intervention has been carried out. The proposal includes a series of activities, the creation of the corner of emotions in the classroom, the use of a pet and a new version of the Disney Peter Pan story in order to work with the emotions of fear, sadness, happiness, calm, love and anger. RESUMEN Durante este TFG se presenta una propuesta didáctica que se centra en trabajar la inteligencia emocional a través de la literatura, más concretamente a través de la conocida historia de Disney de Peter Pan. Esta propuesta está dirigida a un grupo de infantil de alumnos de tres años, grupo con el que se ha llevado a cabo la puesta en práctica. La propuesta incluye una serie de actividades, la creación del rincón de las emociones en el aula, la utilización de una mascota y una versión de la historia de Peter Pan con el fin de trabajar con las emociones de miedo, tristeza, alegría, calma, amor y rabia. KEY WORDS Emotional intelligence, emotional education, corner of emotions, cross curricular subject, Peter Pan, The Colour Monster, literature. PALABRAS CLAVE Inteligencia emocional, educación emocional, rincón de las emociones, tema transversal, Peter Pan, El Monstruo de los Colores, literatura. Infant Education Final Degree Project 2 INDEX 1. INTRODUCTION ..................................................................................................................... 3 2. JUSTIFICATION ...................................................................................................................... 5 3. MAIN OBJECTIVES ................................................................................................................ 7 4. METHODOLOGY .................................................................................................................... 8 5. EMOTIONAL EDUCATION AT SCHOOL ........................................................................... 10 5.1 EMOTIONAL INTELLIGENCE .......................................................................................... 10 5.1.1. The importance of ‘Emotional Intelligence’. ................................................................ 11 5.1.2 The organization of the emotions ................................................................................... 12 5.2 EMOTIONAL EDUCATION ............................................................................................... 15 5. 2. 1 What does ‘emotional education’ mean? ...................................................................... 15 5. 2. 2 Emotional education at school: a cross curricular subject ............................................ 16 5. 2. 3 The corner of emotions ................................................................................................. 17 5. 2. 4 Emotional control and regulation ................................................................................. 18 5. 3 LITERATURE AS A RESOURCE ...................................................................................... 19 5. 3. 1 Peter Pan ....................................................................................................................... 21 6. EMOTIONAL EDUCATION THROUGH LITERATURE: PETER PAN ............................ 24 6.1 CONTEXT OF THE INTERVENTION: PREVIOUS OBSERVATIONS (February & March 2019) ................................................................................................................................ 25 6.2 PLANNING OF THE INTERVENTION (March 2019) ...................................................... 27 6.3 DEVELOPMENT, RESULTS AND IMPROVEMENTS (April 2019) ............................... 40 7. CONCLUSIONS ..................................................................................................................... 46 8. REFERENCES ........................................................................................................................ 50 9. APPENDIX ............................................................................................................................. 53 Infant Education Final Degree Project 3 1. INTRODUCTION The intention of this Final Degree Project is to carry out an educational proposal with an Infant Education group (3 years olds) focused on working with emotional intelligence. The aim of that proposal is to learn how to identify and understand emotions in order to learn how to manage them. This will be possible by having the opportunity to identify, understand and analyse the personal emotions and learn how to channel them through one of the emotions that will be worked with: the calm. The proposal is carried out with a group of twelve students, approaching the issue as a cross curricular subject through different areas and spaces. The emotions with which they will work are those presented in the popular book of The Colour Monster -joy, fear, sadness, calm, anger and love-, but introduced though the famous English story of Peter Pan. The first step in this Final Degree Project was to set the main idea: working with ‘emotional intelligence’ with a 3 year olds Infant Education group. Then, I concluded that literature could be a good resource through which to work with the topic. So, it was time to decide which specific story would be used. As I am finishing my English Teacher Grade, I wanted the story to be a traditional English tale. After having decided to work with the Peter Pan tale and having done some research, I decided to work with the Disney version, since probably the traditional tale is not appropriate for such small children. These decisions were made thanks to the different searches I made on the meaning of ‘emotional intelligence’ and the ‘emotional intelligence’ theories. Also, I made some searches on the ‘emotional education’, its importance at school and how it could be developed there. Finally, some searches about how ‘emotional intelligence’ could be presented at school through literature were also made. On this way the ‘Theoretical Framework’ was developed. In order to organise my ideas and focus on specific goals I developed the ‘objectives of the Project’, which I try to approach during the proposal planning and development. Infant Education Final Degree Project 4 Later, it was time for ‘planning the proposal’, taking into account the context where it was going to be developed. One important fact to take into account was The Colour Monster book, as some days before the emotions topic was presented to the students through it. I take advantage of the situation by focusing my proposal on the six emotions that this book presents and working on the emotion’ colours. Also, the proposal was planned to be developed through the different areas during a week focusing on it as a cross curricular subject. These decisions were made for three reasons: first, because I want to take into account their previous knowledge and the workings of the class, second, because I want to work with this issue through different moments and third, because I want to demonstrate that this is an important topic in any of our everyday situations, in other words, this is a cross curricular subject. For this final reason, an emotional corner, suitable to use at any necessary time, was created during the intervention. Then, the ‘intervention’ was carried out during the first week of April with the group for which it was specially made for. Finally, it was time to make the ‘improvement proposals’, reflecting in what could be improved taking into account what had happened during the intervention and the ‘conclusions’, with the aim of knowing if the previous objectives were approached. Infant Education Final Degree Project 5 2. JUSTIFICATION From the point of view of many teachers, working with ‘emotional education’ is a very important aspect that has to be present since the first years of scholarship. Building a strong foundation from the beginning, in relation to the control and understanding of emotions, can be beneficial in various aspects of the child's life when faced with different everyday situations. This is why I was attracted to the idea of working with it, having the opportunity of planning and carrying out an educational proposal during my Infant Education internship. Furthermore, it could be a great opportunity to have a more exhaustive knowledge about this theme that could be useful to my future as a teacher. In addition, I think that approaching this issue at school not only provides new knowledge to the pupils, but also gives all the group the opportunity to know each other better, have the opportunity to be listened to and understanding and practise the empathy. Also, the teacher will have the opportunity to have a closer relation with their students and know them better, their fears, joys, worries, etc. to provide them with a better education. Moreover, taking into account the authors’ statements that will be later expose and the Infant Education curriculum, I maintain that it is necessary to work with ‘emotional education’ as a cross curricular subject. Consequently, we will be helping students to understand that emotions are something inherent to everyday situations and to know how to respond to all of them. Another reason why I thought that working on this topic is important is that I believe in the necessity of providing the students with the vocabulary to express their feelings, giving them the means to express one important part of our lives: how we feel. In this case—in which they already knew the concepts in their mother tongue—the main concepts would be in English, so they will also have the opportunity to learn new English vocabulary. To approach the goals, a traditional English tale will be used as a common thread. As I have seen during this internship and the previous ones, literature usually has good results when it is used as a resource with small children. I have observed that introducing a new Infant Education Final Degree Project 6 topic with a plot and different characters can be an interesting hook for them, as they feel more identified. Having chosen this resource, I have decided to base the intervention on the Peter Pan story. Although the tale would be not used as it is, I will make use of the characters and some aspects of the popular tale. I think it is interesting that nowadays children have the opportunity to discover traditional stories and Peter Pan has attracted children for many years. Finally, I want to emphasise a statement from Goleman (1995) that I have recently read and that has a lot of relation with my work: “In a very real sense we have two minds, one that thinks and one that feels” (p.8). With this statement Goleman wants to convey us the idea that emotions are as essential as the IQ. That is why, as I have said before, I want to help these pupils, and my future ones, to understand how they feel, how to manage their emotions, preventing them from escaping their control, and to understand how important they are. Infant Education Final Degree Project 7 3. MAIN OBJECTIVES To develop this Final Degree Project, some previous objectives have been stablished with the aim of achieving them during the work. The main objective on which this project is focused is: o To propose and carry out an education proposal to work with the ‘emotional intelligence’ with an Infant Education group (3 year olds). Moreover, a series of secondary objectives—which help to reach the main objective— have also been stablished. These objectives are: o Use the literature as a teaching resource to introduce the ‘emotional intelligence’ topic. o Work with the ‘emotional intelligence’ by helping the students to learn how to identify and understand their own emotions, helping the students to express emotions and understand the others’ emotions, learning how to manage them, recognizing the significant facial expressions of each emotion and understanding their importance and usefulness. o Approach the ‘emotional intelligence’ as a cross curricular subject working with it on different areas and spaces. o Design with the pupils a learning space in their classroom—corner of emotions— to work with the ‘emotional intelligence’. Infant Education Final Degree Project 8 4. METHODOLOGY This work has been developed between the months of January and May 2019. During that period, different steps have been carried out to develop the final proposal. The first step, during January 2019, was to stablish the aim of the work. To develop that part, I first set up some questions which I tried to answer. These questions where:  What do I want to focus my work on?  What themes can be developed with an Infant Education group?  What themes can be developed during the English lessons?  How can I introduce that theme? Which resources should I use? Taking the questions above into account I decided that I would like to make a proposal where Infant Education children could work with the ‘emotional intelligence’ through one famous story from the British literature: Peter Pan. The second step, during February 2019, was knowing the context. The aim of the Final Degree Project was clear, but now it was the time to adapt it to the reality where it was going to be developed, to later make the proposal. To carry out this step, a list was made to focus on some points that I needed to know about during this period:  Knowing the important aspects that I should take into account about the students which whom I would develop my internship and proposal.  Knowing the resources I could use: materials, classroom, timetable, calendar etc.  Inquiring which topics the students had already worked with, which would be next and if this topic had already been developed.  Knowing if the students have previous knowledge about ‘emotional intelligence’. During the second fortnight of March 2019, the proposal planning was developed. According to the observations—made during the previous weeks with this group in relation with the topic—the main project objective and the researches about the theme, different decisions about when, where, with whom and how this intervention would be carried out were made. The usual functioning of the class and context were also taken into account. For this reason the intervention was proposed before to the group teacher. Infant Education Final Degree Project 15 Plutchick’s one is the one that better fits my point of view, his theory was the one on which I based my Project. As I have said, the six emotions presented in this book will be used. The reason is that the intervention is subject to the following context conditions: the time, only some lessons can be used for my intervention; the students with which it would be performed, children between 3 and 4 years that have just started to work some days ago with this emotions and their previous knowledge, some reflections during the Assembly and The Colour Monster story. So, because I could not work with all the different types of emotions during this short period of time, I thought that focusing on these six emotions would be more profitable. Also, in my opinion, these are the easier emotions to understand and to work with in a group with such small students. Furthermore, as I try to respect the usual development of the class, the emotional jars—resource from The Colour Monster—will be used. 5.2 EMOTIONAL EDUCATION 5. 2. 1 What does ‘emotional education’ mean? When we talk about the learning of ‘emotional intelligence’ and work with it, we are making reference to the concept of ‘emotional education’. In relation with that term, Bisquerra (2019) explains that young children need to be provided with resources to face future adult experiences. That is, to train children to acquire behaviors that take into account the principles of prevention, in the sense of preventing problems as a result of emotional disorders and making reference to the development of the integral personality of the individual. This includes the development of ‘emotional intelligence’, its application in life situations and encourages positive attitudes towards life, social skills, empathy, etc., as development factors of personal and social welfare. ‘Emotional education’ has as objective the development of emotional competences. (n. p.) As teachers, we have the opportunity of taking part in this process, helping our students to identify and understand their emotions by making use of all the experiences that the school gives us. Experiences that are important to them and similar to the ones that outside Infant Education Final Degree Project 16 the school they will meet. As teachers, we have to teach how to make a positive use of emotions as they help us know how we feel. Make a positive use means understand that we cannot get stuck on emotions, because as Goleman says, an emotion has its purpose, but then it ends and you have to move on. (AprendemosJuntos, 2018, min. 3:54). Make a positive use means understand that emotions are beneficial if we know how to manage them. To summarise, we can say that ‘emotional education’ means learning how to make a good use of our ‘emotional intelligence’, having the capacity to control our emotions. 5. 2. 2 Emotional education at school: a cross curricular subject Taking into account the previous ideas, I conclude that the learning of emotional skills is something that should be present in children’s lives. This brings me to the question of when and how should be the emotions presented. In Bisquerra’s (2019) opinion the ‘emotional education’ is a permanent and continuous educative process. A process that must be present throughout the whole academic curriculum and during lifelong education throughout life, avoiding in this way conflicts that can affect the emotional state or those which would need psychopedagogical attention. (n.p.). In other words, it should be present in any kind of situations. Focusing on the academic curriculum to which Bisquerra refers to, the DECRETO 122/2007, de 27 de diciembre, por el que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunidad de Castilla y León, we can find that the ‘emotional education’ topic is shown on the first area of Infant Education: CONOCIMIENTO DE SÍ MISMO Y AUTONOMÍA PERSONAL. The importance that it has in the school context is reflected on the objectives and contents, presenting it as a cross curricular subject: Objectives:  “Reconocer e identificar los propios sentimientos, emociones, necesidades, preferencias e intereses, y ser capaz de expresarlos y comunicarlos a los demás, respetando los de los otros.” (p.10) Infant Education Final Degree Project 17 Contents (Sentimientos y emociones):  “Identificación y expresión equilibrada de sentimientos, emociones, vivencias preferencias e intereses propios en distintas situaciones y actividades.” (p.11)  “Identificación de los sentimientos y emociones de los demás y actitud de escucha y respeto hacia ellos.” (p.11)  “Descubrimiento del valor de la amistad. Participación y disfrute con los acontecimientos importantes de su vida y con las celebraciones propias y las de los compañeros.” (p.11)  “Desarrollo de habilidades favorables para la interacción social y para el establecimiento de relaciones de afecto con las personas adultas y con los iguales.” (p.11) Therefore, we should consider the ‘emotional education’ because of curricular and non-curricular reasons. Fernández-Berrocal, P. & Extremera, Natalio (2005) summarise this idea by emphasizing how important it is nowadays that teachers are able to teach the arithmetic of the heart and the grammar of the relationships. They think that if the school and the administration assume this responsibility, by giving the teachers the opportunity of be trained on this topic, the future coexistence between people would be easier and would make our heart not suffer more than necessary. (p. 6) 5. 2. 3 The corner of emotions Although I want to approach this issue as a cross curricular subject, avoiding locking it on a restricted area, I find the idea of creating its space –a corner—interesting. Piatek (2009) says “los rincones de trabajo son una nueva forma, estimulante, flexible y dinámica, de organizar el trabajo personalizado” (p.1), which means that its creation stimulates students’ interest through an adaptive resource. As he also states that there can be a large variety of corners in a classroom, this time, the ‘corner of the emotions’ will be created. During my search for information about this issue I found that there was a big tendency to create the ‘calm corner’. But, why is the calm so important in relation to the emotions’ Infant Education Final Degree Project 18 control? Bornstein (2014) explains in his article ‘Teaching children to calm themselves’ that, even with children that have bigger traumas, the solution to face the emotions that they cannot control is the calm: This allows them to respond more skilfully, rather than reacting out of anger, frustration or resentment. Indeed, one of the biggest lessons for teachers and parents who undergo this training is that the very first step is learning how to calm, and care for, themselves, especially when they are overstressed. (n. p.) Although I believe on the effectiveness of the ‘calm corner’, my idea was not only to create a peaceful space where to relax and think, using the calm as a means to channel the emotions that sometimes exceed us, but also to create a space where to identify and work with emotions. Not only a space where to work with the calm, but also with the rest of emotions. As a result of mixing both ideas the ‘corner of emotions’ was created. This corner should be a peaceful and comfortable space where the students could experience their emotions understanding them and learning step by step how to manage their feelings in a relaxed way. The calm as a means, but not as a single content. To summarise, in the same way in which different spaces can be created to work with the different needs that the students have, a space to work with the emotions is also necessary, especially with small pupils. 5. 2. 4 Emotional control and regulation When I made reference to Bisquerra (2019), who affirms the necessity of knowing how to manage our emotions for a good development of our personality, and to Bornstein (2014), who makes reference to the calm skills, I realise that, as a teacher interested on ‘emotional education’, I must give the students resources to help them control their emotions. To me, working with emotions means to know how to recognise and have control over them. In relation to this issue, there are several relaxation techniques, but nowadays, one of the most popular is Mindfulness, which, “[b]eyond the context of meditation, [it] can be seen more generally as an attitude to face emotional situations with a focus on the current Infant Education Final Degree Project 19 experience” (Bishop et al. qtd. In Brühl 2013, p.4). “From this perspective,” Brühl continues, “mindfulness could have an emotion regulating effect in every-day emotional situations, similar to its implementation.” (p. 4) Other authors as Black (2019) have also made reference to this concept. This time he defines mindfulness as “a capacity of attention and awareness oriented to the present moment” (p. 1). Although this proposal does not focus on mindfulness, a relaxation activity focused on the capacity of attention to the body will be developed with the students. This activity will be carried out if any student feels that s/he cannot have control over her or his emotions, as I think it is important to provide the students with some techniques that can help them calm down, identify their emotions, and learn how to feel without losing their control. 5. 3 LITERATURE AS A RESOURCE The topic of ‘emotional education’ can be approached at schools in various ways. On this occasion, the way in which I have chosen to introduce it is through literature. Authors like Marín-Moya, Ruiz Nicolás, Sánchez Abril & Pagán Rodríguez (2015) reflect with the quotation “qué mejor manera de desarrollar la conciencia emocional del alumnado que a través de los cuentos” (p.124) that they also support the idea of work with the emotions through literature. In this case, the proposal has made use of two stories to approach the ‘emotional intelligence’ issue: The Colour Monster and Peter Pan. First of all, I want to expose the different reasons, apart from my internship experience which demonstrated how stories can catch children’s attention, why the literature has been chosen as a main resource for this proposal. The first reason is that introducing this issue through literature helps the students to feel identified. The situations that the characters of the books experience, similar to the children’s, can make them conscious of their feelings and reactions. Marín-Moya et al., (2015) reflect on this idea by saying that, besides literature being a highly motivating resource for them, through books students can experience different situations, which cause Infant Education Final Degree Project 20 or reflect emotions. (p.124) The second reason is that during my internship I have learned that if we want the students to share their experiences we must first share ours—real or not—experiences. The fact that literature can give the teacher the opportunity to generate reflections with the students is termed ‘Bibliotherapy’ by Borders, S. & Paisley, P.O. (1992). They defined this concept as a process or activity which helps people to solve problems or understand themselves through their response to literature. It consist on create a dynamic interaction between the reader and the literature by reading, viewing or listening something and discussing it later with the help of a facilitator (p.131). These dynamics not only help the students to share and reflect on their experiences, but also gave them the opportunity to solve fictitious problems as a training for the real ones. The third reason is that through literature we can give the students the opportunity of experience those situations with which they may not had contact, important experiences that they must live. Ghosn, I. K. (1999) stated that “A child who lacks personal experiences with empathy may, through repeated vicarious experiences provided by literature, develop some readiness for empathy” ( p.4-5). By choosing or creating the correct book/story, we can make the students experience or reflect on what we want. This –transmit and get the ideas that I want and need for the following dynamics—is the reason why I would make one. Summarising, literature is a great resource that can help us address the issue of ‘emotional education’ at school. This resource offers us a wide range of possibilities, from which I have focused on two. On one hand, we can make use of stories, as the previous authors explain, as a way of sharing, understanding and feeling different emotions. On the other hand, we can make use of illustrated books, a popular tool at school, to present the main ideas or concepts. Illustrated books can be a useful resource to approach this topic, as they can introduce the emotions not only in a narrative way but also in a visual way. Collie J. & Slater S. (1987) justified the use of these books as follows: “Moreover, from the teacher's point of view, literature, which speaks to the heart as much as to the mind, provides material with some emotional colour, which can make fuller contact with the learner’s own life” (p.2). Infant Education Final Degree Project 21 An example of illustrative book is The Colour Monster (2012), which has been previous explained and with which we will be working. The illustrated book type on which I want to focus this time is the ‘emocionarios’, an emotions dictionary where different emotions are preseted. Collado Carrascosa describes in the prologue of the book Emocionario. Di lo que sientes (Núñez Pereira, C & R. Valcárcel R. 2013) what this concept is. She explains that it is an essential pedagogical support that allows developing the ‘emotional intelligence’. (n. p.) In this case, this book of emotions explains forty-two of them in a very easy to understand way, including a great number of examples and illustrations. In this way, I can also consider The Colour Monster book as a kind of ‘emocionario’. With these two ideas on mind, the stories and the ‘emocionario’, I have created my own story—small book—as a thread of my proposal. It will be a resource which presents through a story the six different emotions on which we are going to focus. To create my own story I had base on the The Colour Monster book and Peter Pan Disney story. On the one hand, The Colour Monster, explained before, has been used to work with the concepts of: sadness, happiness, anger, calm, love and fear. On the other hand, the Disney’s story of Peter Pan, which will be further explained below, has been used as setting to introduce the topic. 5. 3. 1 Peter Pan From the beginning, I wanted to work with the emotions through literature, and as I have been trained as an English teacher, I decided to choose an English tale. As a result, during this proposal, Peter Pan will be used as thread, reference and setting to introduce the topic. Also, as it was explained, my own version of the story will be made with the aim of introducing through it the main concepts and ideas with which I want to work later. It is known that Peter Pan´s first appearance was on The little White Bird (1902) tale, written by the British novelist and playwright James Matthew Barrie. Sometime later, this tale was gaining popularity thanks to Peter Pan's pantomime, The Boy Who wouldn’t Grow Up (1904). Infant Education Final Degree Project 22 However, these are not the only versions made due to the fact that “The character of Peter Pan, the boy who would not grow up, has become iconic in popular culture as well as in children’s literature.” (Donna R. White & C. Anita Tarr. 2006. P.VII), even “Barrie constantly rewrote the play during rehearsals and even during the run of the play that first year” (Donna R. White & C. Anita Tarr. 2006. p. IX). That is why from all the Peter Pan versions, the one chosen to focus my proposal is Walt Disney’s, with the intention to focus on a specific plot. Walt Disney, American cartoon producer, created this popular Peter Pan film version in 1953. The film tells us the story of the boy who lives with a fairy and other lost children in Never Never Land Island, the island that three London brothers will visit one day. The first reason why I chose this story is that Disney’s version is the one the students know and, in the same way as all the topics are presented to this group, I want a story based on their interests and previous knowledge. The second reason is that during this proposal I want to make use of the characters’ images, and Disney’s version provides simple and representative portraits, needed with such small children. Also, it is easier to find this characters as a resource. The third reason is that this story reflects the children’s thought and imagination, which can make children find it attractive to them. The fourth reason is that in this film the characters present very marked personalities, and because of that certain emotions are emphasised. A clear example of this is the fear that Captain Hook shows during all the film. Even the emotion colours make their appearance when Tinkerbell becomes red of anger. The fifth reason is that I want the students to know a little more about the British culture, and London is part of the film’s setting. The last reason is that, after making some searches on the different versions, I conclude that this is the one which better fits this context. It is not only a story which has a lot of similarities with Barrie’s original Peter Pan version, but it is also adapted to small children. Going back to my proposal, and therefore to the Disney film of 1953, I will indicate as follows which are the parts to which I will refer in my version. The main problem of the story refers to one of the first scenes, the one in which Peter Pan loses his shadow. The participating characters will be: Wendy, Peter Pan, Tinkerbell, Michael, Captain Hook and the Indian chief. In addition, Tinkerbell will play an important role, as she will provide the solution to the problem and also she will be the common thread during the rest of the Infant Education Final Degree Project 23 activities. Also, Tinkerbell´s fairy dust will be used as a resource in the corner of emotions. Also, both settings will be present, the Island and London, in order to know some aspects of that city, where they will arrive on board Capitan's Hook Boat. In some scenes, allusions are made to the crocodile and Michael’s teddy bear with the intention of being able to create more debates. Lastly, I want to add that Donna R. White & C. Anita Tarr (2006) explained that “Barrie’s original name for his imaginary wonderland was The Never Never Never Land. He soon edited it to The Never Never Land, then to The Never Land, and finally to Neverland.” (p. XIV). The one I will use for my proposal will be the Never Never Land, as I think it can sound catchy when telling the story to the students. My version of the story, illustrations and text, are in Appendix 1 Infant Education Final Degree Project 24 6. EMOTIONAL EDUCATION THROUGH LITERATURE: PETER PAN In my opinion the ‘emotional intelligence’ topic should always be present at school. That is why I decided that the aim of my Project would be a proposal to work with this topic with a 3 year olds group. The main reasons that support this idea are: On one hand, from my internship I have learned that working with the ‘emotional intelligence’ as a group that shares real experiences helps the students to be more respectful, comprehensive and empathic with their partners. That will create a space where they can feel comfortable, which will have a positive impact on their learning. On the other hand, there are some theories from different scholars of the topic who support my point of view, as Bisquerra, who emphasises the importance of having an ‘emotional education’ along the life, or Bar-On, who shows how many scholars are involved on this topic. Then, the reasons why I inclined the literature to introduce the topic are, on one hand that during my internship and my years at college this resource has been presented to me as a way to introduce any kind of contents to small children inside a setting. On the other hand, as before, some authors such as Borders, S. & Paisley, P. O. support my idea that literature can be a way to work in a motivating and simple way with this topic. Lastly, I want to clarify that there were different reasons why my own version of the Peter Pan story was created. First because I want to demonstrate that almost any story can be adapted to introduce the desired contents. In this case I used the Disney version based on the traditional English tale to introduce the ‘emotional intelligence’ as a main objective and some aspects of the English culture as a secondary objective, due to the reason that this proposal presents to the students both Spanish and English concepts. The second reason was that I wanted to present this topic through literature and the Disney version is not a book but a film. Infant Education Final Degree Project 31 who has spoken will pick the emotional jar form The Colour Monster of the emotion that he or she feels about what she or he has told. They have already worked before with these jars. This way and with the help of some questions that I will make according to their weekends, they will identify better how they have felt and what fact has caused them that emotion. Later, the rest will be asked how they think they would have felt and why. ACTIVITY 3: DRAWING MY WEEKEND (30 minutes) When the previous activity ends, it will be time for drawing their weekends. During this activity they must represent something about what they have told before. Here they do not have to pay attention to the colours according to the emotions, but they must pay attention to the faces that they draw and which emotion they want to represent. When the students finish the drawing they must describe it by “writing” right below what they have drawn. Later I will rewrite it, since they do not really know how to write. With this I want to remind them that their drawings are a reflection of what they have previously told. “Writing” what they have drawn is the way in which they usually work to be conscious of what they are doing and the way in which they practise their writing skills. LESSON 2 (2-4-19): THE SHADOWS OF NEVER NEVER LAND a) Objectives Recognise the emotions of happy, sad, angry, in love, calm and scared through the characters of Peter Pan in the new story of The Shadows of Never Never Land. Identify which of the six emotions The Shadows of Never Never Land story provoke on them. Create the ‘corner of emotions’ from the story using the resources from the Magic Box. Present the way in which they could channel their emotions through the calm. Understand how calm could help us to find solutions to the problems. Infant Education Final Degree Project 32 b) Contents The relation happy/yellow, sad/blue, angry/red, in love/pink, calm/green and scared/black between colours and emotions. Creation of the emotional corner. Calm activity to channel emotions in the emotional corner by identifying emotions and by using the calm bag. c) Resources The Shadows of Never Never Land book. (Appendix 1) Emotional corner background. Pictures of: Never Never Land Island, Never Never Land poster, Captain Hook’s ship and Big Ben.( Appendix 6) Character faces of emotions. (Appendix 7) The magic box. ( Appendix 6) Tinkerbell doll. (Appendix 4) The calm bag. ( Appendix 6) d) Development of the Lesson ACTIVITY 1: THE SHADOWS OF NEVER NEVER LAND (30 minutes) This activity, which will be developed in the Assembly space, is focused on the Story Workshop. Because of that, I will create my own version of the Peter Pan Disney story using some of its characters, setting, famous scenes and facts. The reason why I will make an adaptation of it is because through this Peter Pan adventure I want to introduce the following topics: the facial expressions that identify each emotion, the emotions colours, the emotions that a story or different characters can transmit and the idea that emotions are positive and have their function but we have to be able to control them and use the calm to face the problems. The story that I will create, which will be presented through a book, will be composed by different illustrations and two texts that tell the story; one in English and one in Spanish. First of all, we will open the box which has brought them new presents. This time, inside the box they will find the book, the objects for the emotional corner and the calm bag, whose function will be explained later. Then, Tinkerbell says that the book is a story that happened some time ago in Never Never Land and that she wants to share with us. Infant Education Final Degree Project 33 While the story is being read, some questions will be made to the students to catch their attention and help them follow it. Also, after reading the story, it would be a time for reflection: what have they liked more or less, what have they felt during the different moments, how would they have felt if they would have had that problem, what are the emotions represented by the characters, how they make us feel and why do we know that (because of the illustrations, the text, my verbal and non-verbal language, etc.). As we are working with Spanish and English concepts and part of the tale happens in London, I will take advantage of it to introduce some knowledge about the English culture: which is the official language, where it is and what is the Big Ben and the Thames. ACTIVITY 2: THE CREATION OF THE CORNER OF EMOTIONS (30 minutes) This second part will be developed also during the Tale Workshop and in the Assembly space. Now, it will be time to explain what the objects from the magic box are. It will be presented at the same time as the emotional corner is being built. The first objects will be the character faces, presenting them by their relationship with the emotional jars and the book. I think it would be interesting to revise again the main concepts during this time. Then, at the same time that the background pictures are presented, we will stablish the corner’s functions, why do we have created it, how it is used and its functioning, its rules and when they can use it. The function of the emotional corner, which will be part of the classroom until the end of the school year, is to create a space where the students can go if they feel that they need to relax or to control any emotion. As they have learned with the story, calm is the one emotion which helps us understand what is happening to us and think better. The reason why the emotional corner is going to be created is that working with ‘emotional intelligence’ is very important with small children, who sometimes have difficulties in relation with the identification and the channelling of them. Creating a corner where to work with emotions gives the students the opportunity of Infant Education Final Degree Project 34 learning how they could manage them and gain more autonomy. Also, the corner gives the opportunity of having a space where they can relax if it is necessary in a more independent way. Also, the creation of the corner helps working with the ‘emotional education’ as a cross curricular subject, as it forms part of the classroom. Its functioning will be as follows: first, the students who use the corner on these situations must take the character picture of the emotion that he/she feels from the island identifying the emotion, then he/she must sit on the little chair with it and the magic bag and think of what had happened –take a moment to relax in a peaceful place. Finally, when they feel better they must place the character on the boat picture of the corner, which represents the finding of the solution. The rules that they must respect are: respect the materials and do not disturb someone if he/she is using this space to calm down. The corner can be used if anyone feels the need to be calm and during the corners time, to read the book or play with the character faces and emotional jars. LESSON 3 (3-4-19): THE EXPRESIONS OF THE EMOTIONS a) Objectives Recognise their own emotions among happy, sad, angry, scared, in love and calm reactions when facing a problem. Identify and draw the facial expressions of the emotions from their own face focusing on the eyebrows, eyes, mouth and blushes. Identify and recreate the facial expressions of the emotions on a drawing face. Recreate the emotions of happy, sad, angry, scared, in love and calm with the body. b) Contents Reactions of happy, sad, angry, scared, in love and calm facing problems. The facial expressions of the eyebrows, eyes, mouth and blushes that identify each emotion. Infant Education Final Degree Project 35 c) Resources Tinkerbell doll. (Appendix 4) Classroom mirror. Tables and chairs. White sheet and colour felt-tip pens. Character faces of emotions and emotional jars. (Appendix 7 and 2) Head costumes. (Appendix 8) Activity laminated poster: face silhouette. (Appendix 9) Play dough and felt-tip pens. Camera. d) Development of the Lesson During the first part, two activities will be presented and developed at the same time. It will be Tinkerbell who will bring them new resources for the activities. In order to establish a relationship with the previous session, we will remember during some minutes the story of The Shadows of Never Never Land in the Assembly. ACTIVITY 1.1: LOOKING AT OUR FACES (30 minutes) This activity, which will be carried out in the Assembly space, is focused on the recognition of their own facial expressions according to the emotions. Because we were already discussing about how they would feel if, like the characters in the story, they lost the shadow, they will choose the character that represents that emotion and “transform” in them with a kind of costume. For this, Tinkerbell will bring them some identifying objects of the characters—Peter Pan’s hat, Wendy’s hair, Captain Hook’s hat, etc.—and after a little debate, she will ask them to draw themselves in front of a mirror, sticking the characteristic objects on the mirror. Those objects fits on their heads as if they were hats. They will also use the drawings of the corner to review the concepts in both languages. A table with the materials will be placed in front of the mirror to create a better working space, so, because there is not more room, this activity would be made in pairs and another simultaneous activity will be developed at the same time. Infant Education Final Degree Project 36 ACTIVITY 1.2: PETER’S EMOTIONS (30 minutes) For this activity, Tinkerbell will bring them a reusable laminated poster with the silhouette of Peter Pan’s face. This activity, which will be developed in the Tables space, consists of representing over the poster different emotions with felt-tip pens or play dough. The posters will be later part of the reusable posters corner or writing corner. ACTIVITY 2: THE PHOTO CALL OF EMOTIONS As the students are working on different spaces, the last activity will be developed in the Emotional Corner during the corners time. They will be called in pairs to the emotional corner to be photographed simulating the six different emotions. As we will be on the emotional corner, they could have a look to the character pictures to identify different significant expressions of the emotions. With this activity I want to know if they are understanding the emotions, revise the concepts and know which concepts they have learnt in a more individual way. Also, the photographs will be needed for the last session. LESSON 4 (4-4-19): RECOGNISING EMOTIONS a) Objectives Experience and identify the emotions of happiness, sadness, fear, love, calm or anger caused by a film scene. Identify the emotions of happiness, sadness, fear, love, calm or anger in different draw faces. Be able to identify each facial gesture to form emotions basic on the eyebrows, eyes, mouth or blushes. b) Contents Recognition of the happiness, sadness, fear, love, calm or anger that a film scene can cause to them. The facial changes on the eyebrows, eyes, mouth or blushes that compose an emotion. Infant Education Final Degree Project 37 c) Resources Tinkerbell doll. (Appendix 4) Activity sheet: how does it make you feel? (Appendix 10) Colour pencils and pencils. Computer and digital board. Peter Pan shadow scene: https://www.youtube.com/watch?v=UvheNWRk5N4 The book of emotions. (Appendix 11) d) Development of the Lesson Like every other day, Tinkerbell will bring us new resources. After showing the students some new resources on the Assembly space, revise what we have done the previous day and explain the next activities (15 minutes), we will move to the Tables space to carry out the Peter Pan shadow activity. ACTIVITY 1: PETER PAN’S SHADOW (30 minutes) This activity, carried out in the Tables space, consists first of all of watching a scene of the Peter Pan Disney film, the scene in which Peter Pan catches his shadow in Wendy’s room. Just after watching it, the students will share how they have felt and why. Here a story will be presented through the use of ICTs. The reasons why this scene was used were: one of the links between the Disney film and my version is the loosing of the shadows; Tinkerbell, who is the one that always introduces something, appears on the scene and finally it is a scene that can cause many emotions because it is at night, the shadow can scare the students or make them laugh, there is a chase, there is a fall, etc. After this, the students will be given a sheet composed of different faces representing emotions. It is an individual activity in which each student should paint the emotions that they have felt during the scene using the colours that correspond to each emotion. They must also explain why they have chosen them to know if they have understood the activity. With this activity I want to know, in a more individual way, if the students have acquired new knowledge during these days. Infant Education Final Degree Project 38 ACTIVITY 1.1: THE BOOK OF EMOTIONS As it is known that the students have different working rhythms, those who finish before will play with the book of emotions. This is a mobile book in which, as if it was a puzzle, they have to find the different parts that compose the different emotions. The book is composed by an eyes part, a mouth part, the Spanish concept and the English concept. The written concepts can be useful for them because they are learning how to read in a global way. This way, when they finish they can find in it the emotions that they have just painted and then share their emotions with their partners. Each student can join this activity while he/she finishes the activity sheet. This book will be part of the class library where they can go during the corners time. LESSON 5 (5-4-19): OUR EMOTIONS a) Objectives Identify and recognise the emotions of happiness, fear, sadness, anger, love and calm in their partners’ faces. Relate experiences that had provoke the emotions of happiness, fear, sadness, anger, love and calm. Identify which of the six emotions some books make them feel. Revise all the new knowledge: the six emotions, the emotions’ colours, the facial expressions of the emotions. b) Contents The face expressions of happiness, fear, sadness, anger, love and calm emotions. Relation between experiences and emotions. The emotions that literature makes us feel. c) Resources Tinkerbell doll. (Appendix 4) Students’ photographs. The book of emotions. (Appendix 11) Infant Education Final Degree Project 39 Digital board and computer. Books from the class library. d) Development of the Lesson ACTIVITY 1: THE REPORTAGE OF EMOTIONS (15 minutes) The last day we will start with the projection of the photographs that I will have made on Wednesday during the Corners time. For this, the students will sit on the floor in front of the screen. Together they will try to guess what emotion each classmate is representing. They will have time to discuss how they think that student feels and why. Also, with my help, they will identify the different gestures that they are making, in other words, which gestures tell us the emotion that is represented. To do this, we will use The Book of Emotions which represents basic and significant gestures from the emotions and also some questions will be made as a guide. Those questions will be:  Why do you know he/she is feeling that emotion?  How does she/he has her/his eyes? Are they closed? Open? Flattened?  And the mouth? Is he/she smiling? Is she/he making any grimace?  Does he/she use any other part of the body? How does she/he has her/his hands? Why are they shaking?  Would you do it in the same way? Can you do it?  Do you always make those gestures? The questions can be modified after having a look at the photographs. ACTIVITY 2: CHOOSE A BOOK (10 minutes) After the photographs, we will go to the classroom library, or we will have previously moved the books to the tables, and each child will choose one of the books that they already know. Then, again in front of the screen, each student will explain which emotion do they feel with that book and why. We reinforce the idea that books make us feel different emotions. ACTIVITY 3: WHAT HAVE WE LEARNED? (5 minutes) Finally, on the Assembly space we will revise all the things learned and we will say goodbye to Tinkerbell, who will return home after having taught all she knows. Infant Education Final Degree Project 40 6.3 DEVELOPMENT, RESULTS AND IMPROVEMENTS (April 2019) The intervention was carried out during April—from 1/4/2019 to 5/4/2019—with the aim of knowing the results of the proposal and suggest some improvements. For this reason, it was necessary to collect the data and observations in an organised and simultaneous manner to the intervention. Because of that, I decided to take notes of what happened throughout each intervention in my internship notebook, organised the observations that day to make a small reflection and make the necessary changes for the next intervention. Below, I present the most relevant aspects of the development of the lessons and suggest some future improvements: The intervention, which started with a present from the magic box, created much excitement since the students arrived at school. Later, when Tinkerbell doll appeared many students recognised it immediately, which helped me to introduce the topic and know that this would be a suitable thread that attracts and motivates them. Know the story will help the pupils understand better the relationship between my new Peter Pan version and the original Disney story. Moreover, I want to point out that during the whole day they shown their excitement with Tinkerbell’s arrival giving her kisses, asking me what she was saying and if she could fly and showing her to all the teachers. When I made her fly—with a transparent thread—their fascination created a very special moment. The enthusiasm of the children because of the fact that would be Tinkerbell the one who would bring them the resources and propose the activities, was the same during all the intervention. This excitement facilitated the introduction of new activities that she asked them to do and encouraged them to get hooked to what she explains. In the “How was your weekend?” activity most pupils were involved and had an active listening to their partners. They quickly understood the dynamic, participated and shared a large variety of emotions and experiences. Later, with the emotional jars the Spanish concepts were revised and the English ones introduced, working in this way through a meaningful learning by their own experiences. All was developed as planned except for a very imaginative boy who created a different story for each jar to pick them all. However, one of his stories was his real weekend and the rest agreed with the emotion of each jar he picked, which means that he identified the emotions colours. As improvement, although this time it was not necessary, it could be to set a previous Infant Education Final Degree Project 47 now, a month after carrying out the intervention, the students continue to use the resources I have left in the classroom and continue to make comments and questions about the story and the characters. The second secondary objective was: work with the ‘emotional intelligence’ by helping the students to learn how to identify and understand their own emotions, helping the students to express emotions and understand others emotions, learning how to manage them, recognizing the significant facial expressions of each emotion and understanding their importance and usefulness. This objective has been also generally fulfilled through the different activities. In my opinion, these are some of the bases on which to focus when we start working with ‘emotional intelligence’, because, as Bar-On (2006) said, they are some of the aspects that describes what ‘emotional intelligence’ is. Moreover, these aspects can give the students clues about how to approach this topic in future situations or an experience in which they can have the opportunity of sharing their feelings. It is important to note that, although in general terms the whole group has responded positively to the intervention, it is true that there are different levels. While there are students who find some difficulties in sharing what emotion a certain fact provokes them, others are able to have much control over their emotions and even over others’ emotions. Also, the third secondary objective, to approach the ‘emotional intelligence’ as a cross curricular subject working with it on different areas and spaces, has been present during the proposal. Emotions cannot be enclosed in a single space, since they are present in all aspects of our lives and everything turns around them. Providing this vision to students helps them understand the subject as something that is part of their lives, inside and outside of school, and gives several examples about what can provoke emotions and how we should make use of them. Lastly, in relation with the previous objective, the fourth secondary objective. That last objective was to design with the pupils a learning space in their classroom –corner of emotions—to work with the ‘emotional intelligence’. Although this topic should not be attached to one specific space, it is positive to provide it its own place in the classroom. On one hand because it is positive to represent it on a visual way through a space and Infant Education Final Degree Project 48 different resources. On the other hand because it is necessary to create a space dedicated to the subject, where manage, learn, manipulate, play or understand their own emotions. Giving that space is a way to create a motivation in the students to continue exploring in this topic. As general conclusions regarding the chosen topic, I have verified that it is a subject that must and can be worked from the first school year. For this reason and because—as I have previously justified—‘emotional intelligence’ is basic in the children development, I believe that students must have the opportunity to work on it from these early years. That is, a positive development of this issue will help children both outside and within the academic plane and in their childhood as well as in their adulthood. On the other hand, regarding literature as a resource used to introduce and work on the subject, I conclude that, not only it has had a positive result, but also it has helped me to set the way of the proposal. Nevertheless, to make this resource work, the knowledge of the context is essential to choose the story that better suits with those students. On this occasion, although I presented the students my own story version, it was based on their interest in the well-known story of Peter Pan and on the book they were working with, The Colourful Monster. However, it is true that it is not only about presenting a good story, but also it is necessary to know how to get the most out of it, create good resources that attract the students’ attention and motivation and above all focus everything in a same framework, creating a meaningful thread. Now, focusing on how these students have received the proposal I can say that, even though the proposal was carried out with a group with much potential, I have been able to planning activities adapted to this context. All was developed as planned, and even on some occasions, such as the in reflections and Assemblies, the students gave more than expected. In relation to the acquisition of knowledge, most of the pupils have learned what I wanted to transmit to them and have continued showing interest in the corner and resources that I left in the classroom until the end of my internship. Nonetheless, it is true that due to the time I have not been able to see the full development within this topic. It is for this reason that I would like to continue working on the ‘emotional intelligence’, having the opportunity to put it again into practice in another context and with the proposed improvements. Infant Education Final Degree Project 49 Personally, this Project has helped me to train and learn more about the ‘emotional intelligence’, that from the beginning seemed essential to me in education terms. In addition, throughout these months I have been able to learned different ways of working with ‘emotional education’ and I have discovered how to introduce this topic through literature, an essential resource of the Infant Education. Professionally, I would like to continue working on this issue that, as I have verify through some authors and different teachers’ opinion, it is so important for the integral development of the children. Finally, as a future teacher who believes in the ‘emotional education’, I hope this issue to continue be present in the educational field giving to the ‘emotional intelligence’ the importance it deserves. Infant Education Final Degree Project 50 8. REFERENCES Anna Llenas. (2012). El monstruo de colores. Barcelona. Flamboyant S.L. AprendemosJuntos [BBVA]. (2018, November 5). Los beneficios de la inteligencia emocional para nuestros hijos [Video file]. Retrieved from https://www.youtube.com/watch?v=k6Op1gHtdoo (15/3/2019) Bar-On, R. (2006). “The Bar-On model of emotional-social intelligence” (ESI). Psicothema, (Vol. 18), supl. pp. 13-25 Bisquerra, R. (23/02/2019). Concepto de Educación Emocional [online] Universitat de Barcelona & Universitat de Leida: GROP. Retrieved from http://www.rafaelbisquerra.com/es/educacion-emocional/concepto-educacionemocional.html (29/5/2019) Black, D. S. (2011). “A brief definition of mindfulness”. Behavioral Neuroscience, 7(2), 109. Mindfulness research guide. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.362.6829&rep=rep1&ty pe=pdf (5/5/2019) Borders, S., & Paisley, P. O. (1992). Children's literature as a resource for classroom guidance. In Elementary School Guidance & Counseling (pp.131-139) Vol. 27 Retrieved from: https://www.jstor.org/stable/42869057?seq=1#page_scan_tab_contents (6/5/2019) Bornstein, D. (Wednesday, March 19, 2014). “Teaching Children to Calm Themselves”. The New York Times. Retrieved from: http://traumasmart.org/uploads/teachingchildren-to-calm-themselves.pdf (23/3/2019) Brühl, A. B. (April 5, 2013). “Mindfulness and Emotion Regulation – an fMRI Study”. Social Cognitive and Affective Neuroscience Advance Access. University Hospital of Psychiatry. Zürich. Retrieved from: https://www.researchgate.net/publication/236128569_Mindfulness_and_Emotion_ Regulation_-_an_fMRI_Study (18/3/2019) Infant Education Final Degree Project 51 Collie J. & Slater S. (1987). Literature in the language classroom. A resource book of ideas and activities. Cambridge University Press. Cambridge. DECRETO 122/2007, de 27 de diciembre, por el que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunidad de Castilla y León. Donna R. White & C. Anita Tarr (2006) J. M. Barrie’s Peter Pan In and Out of Time .A Children’s Classic at 100. The Scarecrow Press, INC. Lanham, Maryland. Toronto. Oxford. Ekman, P. (1999) Basic emotions. In Dalgleish, T. & Power M. (Eds.) Handbook of Cognition and Emotion. (pp. 45-60). Sussex, U.K.: John Wiley & Sons, Ltd. El País S. L. (2003). La Enciclopedia. Salvat Editores. Madrid. Volumen 2 & 6. Fernández-Berrocal, Pablo; Extremera, Natalio (2005, January). “La inteligencia emocional como una habilidad esencial en la escuela”. OEI-Revista Iberoamericana de Educación (ISSN: 1681-5653). Retreived from: https://rieoei.org/RIE/article/view/2869/3813 (7/3/2019) Goleman, D. (1995) Emotional Intelligence: Why It Can Matter More Than IQ. New York. Bantam Books. Ghosn, I. K. (1999). “Emotional Intelligence through Literature”. Lebanese American University Byblos, Lebanon. Retrieved from: https://files.eric.ed.gov/fulltext/ED432925.pdf (6/5/2019) Levinson, M. H. (Spring 1999). “A Review of General Semantics”, Vol. 56, No. 1 (pp. 103-104). In Goleman, D. (Eds.) Working with Emotional Intelligence. Institute of General Semantics. From https://www-jstororg.ponton.uva.es/stable/pdf/42579868.pdf?refreqid=search%3Ad21fcb001b97061 5a42b792188f46491 (9/3/2019) Marín-Moya, M. C. Ruiz Nicolás, M. J. Sánchez Abril, M. & Pagán Rodríguez, J. (2015). Desarrollando la inteligencia emocional a través de cuentos populares. Experiencias y recursos de innovación en educación infantil. Gómez Carrasco, C. J. & Izquierdo Rus, T. (Eds.). Agencia de ciencia y tecnología. Universidad de Infant Education Final Degree Project 52 Murcia. Martín, E. M. A. (2018). Inteligencia emocional. Editorial Elearning, SL. Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. In Mayer & Salovey (Eds.) Emotional Intelligence (pp. 433-442). Neel Burton M. D. (Jan 07, 2016). What Are Basic Emotions? Basic emotions such as fear and anger are hardwired. Psychology Today. Retreived from https://www.psychologytoday.com/us/blog/hide-and-seek/201601/what-are-basicemotions (12/3/2019) Núñez Pereira, C & R. Valcárcel R. (2013). Emocionario. Di lo que sientes. Palabras aladas. Madrid. Piatek, A. I. (2009). “El trabajo por rincones en el aula de Educación Infantil. Ventajas del trabajo por rincones. Tipos de rincones”. Innovación y experiencias educativas, 15, 1-8. Retrieved from: https://archivos.csif.es/archivos/andalucia/ensenanza/revistas/csicsif/revista/pdf/Nu mero_15/ANA%20ISABEL_FERNANDEZ_2.pdf (22/4/2019) Plutchik, R. (2009). Emotions: A General Psychoevolutionary Theory. In K. R. Scherer & P. Ekman. (Eds.), Approaches to emotion. (pp. 197-213). New Jersey: Psychology Press. Infant Education Final Degree Project 53 9. APPENDIX APPENDIX 1: THE SHADOWS NEVER NEVER LAND Infant Education Final Degree Project 54 Infant Education Final Degree Project 55 Infant Education Final Degree Project 56 Infant Education Final Degree Project 63 APPENDIX 3: NAME POSTER: TINKERBELL Infant Education Final Degree Project 64 APPENDIX 4: TINKERBELL DOLL Infant Education Final Degree Project 65 APPENDIX 5: ACTIVITY SHEET: MY WEEKEND One of the girls explained that she felt scared when she was learning how to ride a bike, happy when she finally learned and ‘very furious’ when a boy kick her in the park. Because of that, she correctly pick the black, yellow and red jars. Another girl took the blue jar and told ‘I was crying when I arrive to the hairdresser to cut my hair’. A boy explained ‘I am very clam because my mother caress my head’, and suddenly he took the green jar. However, at it is said, both of them reflected happy moments with their families. Infant Education Final Degree Project 66 APPENDIX 6: CORNER OF EMOTIONS BACKGROUND o Never Never Land Island: On the shelve o Never Never Land poster: On the shelve o Captain’s Hook ship: On the shelve o Big Ben: On the shelve o Magic box: Over the shelve o Calm bag: On the hanger Infant Education Final Degree Project 67 APPENDIX 7: CHARACTER FACES OF EMOTIONS Infant Education Final Degree Project 68 APPENDIX 8: HEAD COSTUMES Infant Education Final Degree Project 69 Infant Education Final Degree Project 70 Infant Education Final Degree Project 71 Infant Education Final Degree Project 72 APPENDIX 9: ACTIVITY LAMINATED POSTER: FACE SILHOUETE