Emotionality, behavior, social skills, and executive functions in entry-level children Emocionalidad, conducta, habilidades sociales, y funciones ejecutivas en niños de nivel inicial

Abstract

During the initial level, the children usually express emotional and behavioral responses impulsively, since they lack the ability to refrain from behaviors that are not appropriate to the occasion. At this point, Social Skills (SS) and Executive Functions (EF) will facilitate assertive interaction with others, favoring behavioral control and avoiding Conduct Problems (CP). The aim of this study was to analyze the correlation between EFs, parental perception in relation to emotions, and teachers' perception of SS and behavior in children at the initial level of education; To this end, a quantitative, cross-sectional, descriptive-correlational study was carried out, based on a non-experimental design. The sample consisted of 36 children of initial level, who were administered a neuropsychological battery, and two questionnaires were included, one for parents and another for teachers. Correlation was found between SS and CP; between Planning and Emotions; and between Attention and Concentration and Work Memory. It is concluded that the children of initial level have a socially skilled behavior, and handle their emotions without difficulty regardless of sex, according to the parental and teaching perspective.