Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results obtained from the primary and secondary scrutinised sources show the need to integrate families into programme interventions and the importance of teacher training in socio-emotional competencies. Likewise, the importance of interconnecting natural educational settings with research activity is considered a fundamental aspect in designing, implementing, and evaluating such programmes. Thus, the present study aims to represent these programmes’ characteristics, evaluation, and results for the ulterior development of specific and contextualised proposals.

Though concept maps and graphic organisers are useful tools for bilinguals to organise the information being managed and learned, its systematic use is not widened and decisive in CLIL domains. Apart from helping students to acquire meaningful learning, concept mapping might promote in them word-recognition skills for the identification and management of relevant information within foreign language (L2) texts. Hence, this article inquires into the influence of concept maps and graphic organisers as tools for noun category identification from L2 texts. Research sample comprises sixty Spanish primary education students from a bilingual school. Design is quasi-experimental, and the training programme lasted three weeks. Materials used during the training period are not exceptional, but the ordinarily found in regular classrooms. Data gathering procedure consists of the identification and circling of nouns by sample participants. As a starting point, secondary data as the intelligent quotient, learning style, and English level is collected via standardised tests. The analysis of the variance showed a highly significant interaction between the groups and the implemented texts both for noun identification (F _3.171= 12.124, p < 0.000, η ²= 0.175), and the grammatical categories mistakenly identified as nouns (F _3.171= 3.840, p < 0.016, η ²= 0.063).

Objective: This study aimed to analyze the influence and measurement of the relationship and interaction between the elderly lifestyles after the appearance of the SARS-CoV-2 variant and the factors analyzed comprised life satisfaction levels, social relationships, and daily-life activities.Methods: The study population was ≥ 65 in Castile-La Mancha (N = 390,221). The research design was quantitative and arose from primary data collected via an ad hoc survey carried out through the Computer Assisted Telephone Interview system by randomly stratified sampling. The sample size was made up of 1,065 cases, and the participants were selected through a random sampling stratified by gender quotas (55.40% women; 44.60% men), age (x¯=76.56), province, and habitat size.Results: The results obtained revealed two main lifestyles, from which a notable behavioral change in personal relationships led to infer toward alternative lifestyles.Conclusion: Notwithstanding the variation in lifestyles of the elderly after the pandemic, certain relationships remained unaltered. Thus, from the analyzed variables, relatives and friends relationships were scarcely influenced by the supervened incident.

Based on the results obtained from primary education students—fifth and sixth graders—the aim of this work is to check the appropriate self-perceived behaviors during and at the end of the game. The study population was made up of 698 students from fifth and sixth grade in the Autonomous Region of Castilla–La Mancha (Spain). Data were collected through a questionnaire (scale) on the social skills of primary school students linked to the adequate skills when losing, the adequate skills when winning, and the adequate skills during the game. Study results revealed that analyzed behaviors vary, depending on the moment of the game, being it more frequently during the development of the game than when losing or winning.

This chapter presents research based on evidence, where the way of favoring the promotion of thought and the opportunities for play as a learning resource is investigated. Twenty-four three-year-old children and one teacher participated in the study. The research is based on psychology and pedagogy's empirical contributions about the game and its implication with cognitive processes and learning. The implemented method consisted of direct observation, supported by video recordings in the classrooms and during playtime. Results revealed that the promotion of thought was scarce, and there were also few opportunities for playful learning. Thus, the most frequently encouraged thinking types were connections, explanations, self-questioning and inquiring, and thinking dispositions observed during play – such as being open, adventurous, curious, and willing to be intellectually careful. In sum, a proposal based on playful learning is designed to respond to the needs found to achieve the research goals.

This study aims at observing if initial training on concept mapping improves pupils’ skills on noun category identification from foreign language (L2) texts. To observe the null hypothesis, learners receive short-term training to manage the basics of concept mapping.