Habilidades sociales en los niños de educación Inicial
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2026-07-11
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
La presente investigación monográfica tuvo como objetivo analizar la importancia del desarrollo de las habilidades sociales y las competencias socioemocionales en la educación inicial, debido a su influencia en el bienestar integral, la adaptación escolar y la convivencia democrática en la primera infancia. El estudio busca identificar fundamentos teóricos, estrategias pedagógicas y condiciones institucionales necesarias para fortalecer dichas habilidades en niños de tres a cinco años. La metodología empleada fue de enfoque cualitativo, basada en la revisión documental y el análisis de literatura científica, informes internacionales y estudios regionales. Los resultados evidencian que las habilidades sociales se desarrollan a través de interacciones significativas, la mediación pedagógica del juego y la generación de climas emocionales estables; sin embargo, se observa una limitada incorporación del enfoque socioemocional en el currículo, articulación entre la familia y la escuela. En conclusión, se destaca la necesidad de una intervención sistémica que integre sustento teórico, propuestas pedagógicas pertinentes y condiciones institucionales favorables para promover el desarrollo socioemocional desde los primeros años de vida.
This monographic research aimed to analyze the importance of developing social skills and socio-emotional competencies in early childhood education, given their influence on holistic well-being, school adjustment, and democratic coexistence in early childhood. The study sought to identify theoretical foundations, pedagogical strategies, and institutional conditions necessary to strengthen these skills in children aged three to five. The methodology employed was qualitative, based on a review of documents and an analysis of scientific literature, international reports, and regional studies. The results show that social skills develop through meaningful interactions, the pedagogical mediation of play, and the creation of stable emotional climates; however, a limited incorporation of the socio-emotional approach into the curriculum and a lack of coordination between family and school were observed. In conclusion, the need for a systemic intervention that integrates theoretical support, relevant pedagogical proposals, and favorable institutional conditions to promote socio-emotional development from the earliest years of life is highlighted.
This monographic research aimed to analyze the importance of developing social skills and socio-emotional competencies in early childhood education, given their influence on holistic well-being, school adjustment, and democratic coexistence in early childhood. The study sought to identify theoretical foundations, pedagogical strategies, and institutional conditions necessary to strengthen these skills in children aged three to five. The methodology employed was qualitative, based on a review of documents and an analysis of scientific literature, international reports, and regional studies. The results show that social skills develop through meaningful interactions, the pedagogical mediation of play, and the creation of stable emotional climates; however, a limited incorporation of the socio-emotional approach into the curriculum and a lack of coordination between family and school were observed. In conclusion, the need for a systemic intervention that integrates theoretical support, relevant pedagogical proposals, and favorable institutional conditions to promote socio-emotional development from the earliest years of life is highlighted.
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Palabras clave
Habilidades sociales, desarrollo socioemocional, estrategias pedagógicas, primera infancia, Social skills, socio-emotional development, pedagogical strategies, early childhood