El desarrollo socioemocional en niños de cuatro años de educación inicial.
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Date
2023-12-23
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Abstract
Este estudio tiene como objetivo describir los aspectos teóricos sobre las habilidades socioemocionales de los niños de 3 a 5 años en el nivel inicial. Para ello, se realizó una revisión bibliográfica de los principales conceptos, teorías, modelos y factores que influyen en el desarrollo socioemocional infantil; así mismo una descripción sobre su proceso de desarrollo en niños de 3 a 5 años. Igualmente se desarrolla un marco teórico sobre cómo se puede fomentar el desarrollo socioemocional a través de programas de intervención pedagógica en la escuela y en el hogar, precisando orientaciones pedagógicas, el rol del docente y el trabajo con padres de familia. Los resultados de la revisión bibliográfica indican que las habilidades socioemocionales son fundamentales para el bienestar social y emocional de los niños y niñas de 3 a 5 años, se pueden fomentar desde el ámbito familiar y escolar mediante programas de intervención pedagógica y en el hogar. Finalmente, se concluye que la educación socioemocional es una necesidad crucial en la infancia, y que requiere de atención en los diferentes niveles educativos y en la familia.
The objective of this study is to describe the theoretical aspects of the socioemotional skills of children from 3 to 5 years of age at the early childhood level. For this purpose, a bibliographic review of the main concepts, theories, models and factors that influence children's socioemotional development was carried out, as well as a description of the development process in children from 3 to 5 years of age. Likewise, a theoretical framework is developed on how socioemotional development can be promoted through pedagogical intervention programs at school and at home, specifying pedagogical orientations, the role of the teacher and the work with parents. The results of the bibliographic review indicate that socioemotional skills are fundamental for the social and emotional wellbeing of children from 3 to 5 years of age, and that they can be fostered in the family and school environment through pedagogical intervention programs and at home. Finally, it is concluded that socioemotional education is a crucial need in childhood, and that it requires attention at different educational levels and in the family.
The objective of this study is to describe the theoretical aspects of the socioemotional skills of children from 3 to 5 years of age at the early childhood level. For this purpose, a bibliographic review of the main concepts, theories, models and factors that influence children's socioemotional development was carried out, as well as a description of the development process in children from 3 to 5 years of age. Likewise, a theoretical framework is developed on how socioemotional development can be promoted through pedagogical intervention programs at school and at home, specifying pedagogical orientations, the role of the teacher and the work with parents. The results of the bibliographic review indicate that socioemotional skills are fundamental for the social and emotional wellbeing of children from 3 to 5 years of age, and that they can be fostered in the family and school environment through pedagogical intervention programs and at home. Finally, it is concluded that socioemotional education is a crucial need in childhood, and that it requires attention at different educational levels and in the family.
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Keywords
Desarrollo socioemocional, educación inicial, habilidades emocionales, Socio-Emotional Development, Early Education, Emotional Skills.
