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The adaptation to the school is an issue poorly approached in the psychoeducational field, and this is the reason for making this paper derived from a research work about the accompaniment given to pre-school children by teachers, during the process of adaptation to school, made in 2014-2015 at Tercer Milenio school in Caldas, Antioquia, Colombia. In order to accomplish the general objective of describing the teachers' accompaniment in this process keeping in mind the subjectivities, a qualitative design under the founded theory was used in the research work to orientate the information analysis process. The results describe the notions, difficulties and strategies of the teachers during the children's adaptation to school. Those results are split into three basic categories that include aspects such as: the child regarded as an "adult in miniature" or a "defenseless" being; the insufficiency in the education knowledge, the professional experience and the use of authority and, in the same direction, there are some limitations in the teaching activity; the maternal position, one of the ways to reduce anguish during the adaptation to school and their own childhood stories as a subjective mark that addresses their way to accompany students. [ABSTRACT FROM AUTHOR]

A research line that has generated a lot of interest in the last years, within the field of Emotional Intelligence (El), is the analysis of the role that emotions play in the educational context, and, moreover, to deepen in the influence that the emotional intelligence variable has to determining both the academic success of the students and their scholastic adaptation. In the last years, a wide corpus of studies have been carried out to analyze the existing relationship between emotional intelligence and academic performance. Nevertheless, results are inconsistent due to the lack of consensus not only at the definition but in the so diverse methodology that these studies present. In our work, we analyze the relationship between El and the academic performance as well as the objectives and benefits of the implementation of programs of emotional alphabetization at educational centres. [ABSTRACT FROM AUTHOR]