Estrategias lúdicas y trabajo con padres de familia para mejorar la autorregulación emocional de los niños de 4 años
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2026-04-30
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
Este trabajo de tesis tuvo como objetivo general mejorar la autorregulación emocional de los niños de 4 años de la Institución Educativa Inicial N° 019 Montegrande – Jaén, a través de la aplicación de estrategias lúdicas y la ejecución de trabajo con padres de familia. Se utilizó una metodología de investigación acción con enfoque cualitativo en el que participaron 20 niños de la edad de 4 años. Para el recojo de información se emplearon técnicas como la observación y la entrevista e instrumentos tales como el registro fotográfico, la ficha de observación, el diario de campo, la lista de cotejo, la guía de entrevista y el análisis documental. Los resultados evidenciaron que, tras la intervención, los niños mejoraron significativamente su autorregulación emocional, pasando de niveles iniciales a niveles en proceso y destacado en las categorías de conciencia emocional, regulación emocional y expresión emocional. En conclusión, la aplicación de estrategias lúdicas junto con la ejecución de actividades de trabajo con padres de familia contribuyó eficazmente al desarrollo de una autorregulación emocional más autónoma, consciente y estable en los niños.
The general objective of this thesis was to improve the emotional self-regulation of 4-year-old children at Montegrande Early Childhood Education Institution No. 019, Jaén, through the application of playful strategies and the implementation of work with parents. A qualitative action research methodology was used, involving 20 4-year-old children. Data collection techniques such as observation and interviews were used, as well as instruments such as photographic records, observation sheets, field diaries, checklists, interview guides, and documentary analysis. The results showed that, after the intervention, the children significantly improved their emotional self-regulation, moving from initial levels to process levels and excelling in the categories of emotional awareness, emotional regulation, and emotional expression. In conclusion, the application of playful strategies, along with the implementation of work activities with parents, effectively contributed to the development of more autonomous, conscious, and stable emotional self-regulation in the children.
The general objective of this thesis was to improve the emotional self-regulation of 4-year-old children at Montegrande Early Childhood Education Institution No. 019, Jaén, through the application of playful strategies and the implementation of work with parents. A qualitative action research methodology was used, involving 20 4-year-old children. Data collection techniques such as observation and interviews were used, as well as instruments such as photographic records, observation sheets, field diaries, checklists, interview guides, and documentary analysis. The results showed that, after the intervention, the children significantly improved their emotional self-regulation, moving from initial levels to process levels and excelling in the categories of emotional awareness, emotional regulation, and emotional expression. In conclusion, the application of playful strategies, along with the implementation of work activities with parents, effectively contributed to the development of more autonomous, conscious, and stable emotional self-regulation in the children.
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Estrategias lúdicas, Trabajo con padres, Autorregulación emocional, playful strategies, working with parents, emotional self-regulation