Estrategias didácticas para fortalecer la convivencia escolar de los niños de 5 años de la Institución Educativa Inicial N°16210 Alejandro Sánchez Arteaga - Bagua Grande.
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2026-02-17
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
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La investigación tuvo como objetivo fortalecer la convivencia escolar de los niños de 5 años de la Institución Educativa Inicial N°16210 Alejandro Sánchez Arteaga. Se empleó una metodología de investigación acción participativa con enfoque cualitativo, que involucró a 24 niños y 3 docentes. Las técnicas incluyeron la observación participante, diarios de campo, análisis documental y registro fotográfico. Los resultados evidenciaron que las estrategias didácticas, como actividades cooperativas, juegos de roles y dramatización, contribuyeron significativamente al fortalecimiento de la convivencia escolar. Talleres como “El círculo de la amistad” y “El árbol de la amistad” promovieron la empatía, el respeto y la colaboración. Asimismo, actividades como “La bolsa de las emociones” fomentaron la autorregulación emocional, mientras que “Superhéroes del aula” reforzó valores democráticos. Se observaron mejoras notables en indicadores como la participación grupal (29% a 91.7%) y el compartir materiales (8 % a 83.3%), aunque persisten retos en áreas como la autorregulación y la responsabilidad. Las intervenciones pedagógicas demostraron ser herramientas efectivas para crear un ambiente escolar inclusivo y colaborativo, destacando la importancia de una planificación estructurada basada en las necesidades del contexto. En conclusión, las estrategias didácticas implementadas fortalecieron las habilidades socioemocionales de los niños, contribuyendo a un clima escolar armonioso y al desarrollo integral.
The research aimed to strengthen school coexistence among 5-year-old children at the Alejandro Sánchez Arteaga Initial Education Institution No. 16210. A participatory action research methodology with a qualitative approach was used, involving 24 children and 3 teachers. Techniques included participant observation, field notes, document analysis, and photographic documentation. The results showed that teaching strategies, such as cooperative activities, role-playing, and dramatization, significantly contributed to strengthening school coexistence. Workshops such as "The Circle of Friendship" and "The Tree of Friendship" promoted empathy, respect, and collaboration. Likewise, activities such as "The Bag of Emotions" fostered emotional self-regulation, while "Classroom Superheroes" reinforced democratic values. Notable improvements were observed in indicators such as group participation (from 29% to 91.7%) and sharing of materials (from 8% to 83.3%), although challenges remain in areas such as self-regulation and responsibility. The pedagogical interventions proved to be effective tools for creating an inclusive and collaborative school environment, highlighting the importance of structured planning based on the needs of the context. In conclusion, the implemented didactic strategies strengthened children's socio-emotional skills, contributing to a harmonious school climate and holistic development.
The research aimed to strengthen school coexistence among 5-year-old children at the Alejandro Sánchez Arteaga Initial Education Institution No. 16210. A participatory action research methodology with a qualitative approach was used, involving 24 children and 3 teachers. Techniques included participant observation, field notes, document analysis, and photographic documentation. The results showed that teaching strategies, such as cooperative activities, role-playing, and dramatization, significantly contributed to strengthening school coexistence. Workshops such as "The Circle of Friendship" and "The Tree of Friendship" promoted empathy, respect, and collaboration. Likewise, activities such as "The Bag of Emotions" fostered emotional self-regulation, while "Classroom Superheroes" reinforced democratic values. Notable improvements were observed in indicators such as group participation (from 29% to 91.7%) and sharing of materials (from 8% to 83.3%), although challenges remain in areas such as self-regulation and responsibility. The pedagogical interventions proved to be effective tools for creating an inclusive and collaborative school environment, highlighting the importance of structured planning based on the needs of the context. In conclusion, the implemented didactic strategies strengthened children's socio-emotional skills, contributing to a harmonious school climate and holistic development.
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convivencia escolar, estrategias didácticas, talleres de aprendizaje, school coexistence, teaching strategies, learning workshops