La autorregulación emocional en el nivel inicial
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2025-11-07
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Escuela de Educación Superior Pedagógica Pública Víctor Andrés Belaunde
Resumen
Este trabajo de carácter monográfico abordó la autorregulación emocional en el nivel inicial, con el objetivo de profundizar en la comprensión teórica de la autorregulación emocional, los factores que influyen en su desarrollo y el impacto en el aprendizaje y la convivencia. Se desarrolló aplicando la metodología de la investigación bibliográfica, consultando diferentes fuentes como libros, artículos científicos, tesis y trabajos de investigación disponibles en repositorios institucionales. Como resultado de la revisión bibliográfica, el tema se organizó en tres bloques temáticos. En el primer bloque se sintetizó las teorías relacionadas con la autorregulación emocional. En el segundo bloque se describió la autorregulación emocional de los niños: etapas, factores influyentes y habilidades básicas. En el tercer bloque, se identificó algunas estrategias desde el rol del docente y el de los padres, que fortalecen la autorregulación emocional de los niños y el impacto en el aprendizaje y la convivencia. Se concluyó que la autorregulación emocional es fundamental en el desarrollo integral de los niños debido a que impacta positivamente en el aprendizaje y en la convivencia. Además, el rol que cumplen los docentes, la participación activa de los padres y las estrategias pedagógicas pertinentes contribuyen a su fortalecimiento.
This monographic work addressed emotional self-regulation at the initial level, with the objective of deepening the theoretical understanding of emotional self-regulation, the factors that influence its development and the impact on learning and coexistence. It was developed by applying a bibliographic research methodology, consulting various sources such as books, scientific articles, theses, and research papers available in institutional repositories. As a result of the bibliographic review, the topic was organized into three thematic sections. The first section summarized the theories related to emotional self-regulation. The second section described children's emotional self-regulation: stages, influencing factors, and basic skills. The third section some strategies were identified from the role of the teacher and the parents, which strengthen the emotional self-regulation of children and the impact on learning and coexistence. It was concluded that emotional self-regulation is essential for children's overall development because it positively impacts learning and coexistence. Furthermore, the role played by teachers, the active participation of parents, and relevant pedagogical strategies contribute to its strengthening.
This monographic work addressed emotional self-regulation at the initial level, with the objective of deepening the theoretical understanding of emotional self-regulation, the factors that influence its development and the impact on learning and coexistence. It was developed by applying a bibliographic research methodology, consulting various sources such as books, scientific articles, theses, and research papers available in institutional repositories. As a result of the bibliographic review, the topic was organized into three thematic sections. The first section summarized the theories related to emotional self-regulation. The second section described children's emotional self-regulation: stages, influencing factors, and basic skills. The third section some strategies were identified from the role of the teacher and the parents, which strengthen the emotional self-regulation of children and the impact on learning and coexistence. It was concluded that emotional self-regulation is essential for children's overall development because it positively impacts learning and coexistence. Furthermore, the role played by teachers, the active participation of parents, and relevant pedagogical strategies contribute to its strengthening.
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autorregulación emocional, nivel inicial, emotional self-regulation, initial level