Desarrollo Socioemocional en niños de 3 a 4 años del Inicial 1 de la Unidad Educativa “Luis Cordero”, Azogues-Ecuador

Abstract

The present research sought to contribute to the socioemotional development of children from 3 to 4 years of age at the "Luis Cordero" Educational Unit, Azogues-Ecuador. In accordance with the purpose of reaching the objective set to work with the socioemotional development of infants. In the pre-professional practices, a deficit of interaction of children with their educational environment was identified, causing certain emotional, psychosocial and cognitive difficulties. Likewise, theoretical references on socioemotional development in the teaching-learning process at the initial level were systematized. Points of view were obtained from authors in relation to the theories of two pedagogues such as Piaget and Vygotsky, mentioned within the works of Miranda (2017), Grajales (2016), Regader (2015) and Lagos (2020); likewise, the Early Education Curriculum (2014) was presented. This study was oriented in a methodology based on Action-Research to transform the reality of group 1A, it had a Socio-Critical paradigm with a qualitative approach. Similarly, we worked with a type of applied study, then with this process the categorization that led to the diagnosis of socioemotional development was proposed, techniques such as participant observation, interview and survey were used; instruments such as: observation guide, question guide and questionnaire of questions were applied, which provided information that was deepened with the qualitative information analysis model, the following result was produced based on the diagnostic phase. Based on these aspects, the proposal of an activity booklet was constructed, from this intervention a positive progress was obtained in the face of what was identified, also, the children were motivated to control their emotions to face certain situations. Finally, conclusions were presented based on the objectives that resulted in a positive scope in the interaction between peers through dialogue spaces and general recommendations, such as giving continuity to the educational intervention proposal, giving a new look.