La convivencia escolar en la primera infancia
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2025-01-31
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La convivencia escolar en la primera infancia parte de la práctica cotidiana en los hogares, la cual se ve reflejada en la vida escolar de los estudiantes, considerando que el docente ejerce el rol mediador de la convivencia entre la familia y la escuela. El presente trabajo monográfico parte del objetivo de analizar los factores que influyen en la convivencia escolar en la primera infancia, proponer estrategias pedagógicas que promuevan las relaciones interpersonales saludables en el aula. La metodología de revisión bibliográfica que se empleó se evidencia en la búsqueda de información en los diferentes buscadores seguros en la red de internet, tales como Scielo, Scopus, Google académico, Dialnet, Repositorios institucionales, permitiéndonos de esa manera obtener información confiable. Se pudo llegar a concluir que la convivencia escolar en la primera infancia constituye un eje fundamental para el desarrollo social, emocional, ético de los niños y esta influenciada por múltiples factores interrelacionados entre pares y adultos. A partir de este análisis, se evidencia la necesidad de implementar estrategias pedagógicas integrales, centradas en el desarrollo emocional, el aprendizaje social y la participación activa de las familias, para fomentar relaciones interpersonales saludables y construir una cultura de paz desde los primeros años de vida.
School coexistence in early childhood is part of everyday practice in homes, which is reflected in students' school lives. Teachers play a mediating role in the relationship between family and school. This monograph aims to analyze the factors that influence school coexistence in early childhood and propose pedagogical strategies that promote healthy interpersonal relationships in the classroom. The bibliographic review methodology used is evident in the search for information in different secure search engines on the Internet, such as Scielo, Scopus, Google Scholar, Dialnet, and institutional repositories, thus allowing us to obtain reliable information. It was concluded that school coexistence in early childhood constitutes a fundamental axis for the social, emotional, and ethical development of children and is influenced by multiple interrelated factors between peers and adults. This analysis highlights the need to implement comprehensive pedagogical strategies focused on emotional development, social learning, and active family participation to foster healthy interpersonal relationships and build a culture of peace from the earliest years of life.
School coexistence in early childhood is part of everyday practice in homes, which is reflected in students' school lives. Teachers play a mediating role in the relationship between family and school. This monograph aims to analyze the factors that influence school coexistence in early childhood and propose pedagogical strategies that promote healthy interpersonal relationships in the classroom. The bibliographic review methodology used is evident in the search for information in different secure search engines on the Internet, such as Scielo, Scopus, Google Scholar, Dialnet, and institutional repositories, thus allowing us to obtain reliable information. It was concluded that school coexistence in early childhood constitutes a fundamental axis for the social, emotional, and ethical development of children and is influenced by multiple interrelated factors between peers and adults. This analysis highlights the need to implement comprehensive pedagogical strategies focused on emotional development, social learning, and active family participation to foster healthy interpersonal relationships and build a culture of peace from the earliest years of life.
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convivencia escolar, relaciones interpersonales, resolución de conflictos, school coexistence, interpersonal relationships, conflict resolution