The role of emotions in sustained attention during school activities in children
DOI:
https://doi.org/10.63618/omd/ssjm/v2/n2/28Keywords:
emotions, sustained attention, early childhood education, emotional regulation, school learningAbstract
This literature review analyzes the impact of emotions on sustained attention during school activities in children, a key capacity for learning in childhood. Using an exploratory qualitative approach, we systematized high quality scientific studies published between 2005 and 2024 in databases such as Scopus and Web of Science, focusing on the interaction between emotion, attention and school environment. The findings show that emotions modulate brain networks involved in attentional control, such as the amygdala and the prefrontal cortex, positively or negatively affecting cognitive performance according to their intensity and regulation. In addition, it was identified that adequate emotional regulation significantly improves sustained attention, favoring school performance. Social-emotional learning programs and emotionally positive educational climates are presented as effective strategies to enhance this competence. It is concluded that integrating emotional development in educational practice is crucial to optimize attention and promote meaningful learning.
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Copyright (c) 2024 Sarango-Chillo, Blanca Elizabeth (Autor/a)
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