Programa de estimulación de habilidades socioemocionales con niños de cinco años de jardines públicos de Montevideo (Uruguay)

Abstract

The article is part of the line of study on well-being, early childhood development and sustainable development. The topic of study is socioemotional skills in early education. The approach is based on the preliminary results generated from the design and application of an intervention program with five-year-old children attending public kindergartens in the city of Montevideo. The problem questions that have motivated this research are the following: The research formulates the following questions: to what extent are socioemotional skills facilitators of the transition from initial level to first grade, what is the influence of socioemotional skills as predictors of academic performance in the initial acquisition of reading and writing, and what is the influence of socioemotional skills as predictors of academic performance in the initial acquisition of reading and writing? A quantitative methodology was adopted, with a quasi-experimental design, through the design, implementation and evaluation of an intervention program. The purpose of this article is to describe the general aspects of the research and to focus on the design of the intervention strategy. At the moment the results are in development, and it is possible to venture a positive correlation between socioemotional skills and learning to read and write.