Desarrollo Socioafectivo en Infantes de Educación inicial de 4 a 5 años del subnivel 2 del Centro de Educación Inicial Rita Chávez

Abstract

Throughout the Preprofessional Practices, it is evident that the children presented difficulties when socializing, managing emotions, recognizing and respecting differences, and self-esteem. For this reason, the study of the socio-affective development in boys and girls of Initial Education of sublevel 2, group of 4 to 5 years, of the CEI Rita Chávez was demonstrated. The objective of this research is to create a teaching guide with playful strategies that contribute to the socio-affective development in infants. To better understand the topic and give it a much broader vision, Vygotsky's sociocultural perspective was demonstrated. The contributions of Casanova, Yachapaxi and Yánez were also considered important. To analyze the creation of the future teaching guide it was necessary to consider the development milestones proposed by Unicef and Papalia. Another important reference is the 2014 Initial Education Curriculum, which provided skills in the areas of Coexistence, Identity and autonomy. Finally, Méndez was taken into account to define what a teaching guide is. Within the methodological framework, the socio-critical paradigm was addressed with a qualitative approach and the case study design. Techniques such as participant observation, in-depth interview and focus group were used. Triangulation of data and methods is used for diagnostic analysis. As a result, it was found that infants understand the importance of values in social interactions, but they lack skills to face conflicts, acting impulsively. Therefore, they are still in the process of acquiring socio-affective skills, but through play they can be stimulated. In conclusion, the teaching guide was created with playful strategies “Knowing and Exploring what I love” in order to strengthen socio-affective development.