Lenguaje positivo para contribuir al desarrollo socioemocional en niños y niñas de 3 a 4 años en la Unidad Educativa Manuel J. Calle.

Abstract

The present research sought to contribute to the socio-emotional development in boys and girls aged 3 to 4 years, through positive language in the EU Manuel J. Calle. In order to achieve the stated objective, theoretical references about emotions were reviewed, then socio-emotional development in the childhood stage and the benefits of positive language in childhood were analyzed. The main contributions of authors such as Pérez, Manrique, Goleman and others allowed us to delve deeper into the concept of socio-emotional development in boys and girls aged 3 to 4 years. On the other hand, authors such as Mendoza define positive language and its benefits, based on them their importance for Initial Education and the impact on children's behaviors is contemplated. This study had a socio-critical paradigm, based on the case study from a qualitative approach through field research at a descriptive level. Based on this process, the categorization matrix was proposed that directed the diagnosis of socioemotional development in the classroom, using techniques such as participant observation and interviews. The same ones that collected information that helped deepen the analysis model of the general qualitative data. As a result, it is intended to contribute to the socio-emotional development in infants from 3 to 4 years old, where there is better knowledge, control and regulation of emotions, so that boys and girls have better social interaction, which is appropriate for their age and their around. Finally, the educational intervention proposal was developed, which consists of a booklet of activities based on positive language and Waldorf pedagogy, in order to contribute to socio-emotional development, respecting the childhood stage without introducing specific knowledge, but rather strengthening the skills that allow their development in society. This proposal consists of its theoretical and pedagogical foundation, which are the support for its development. In addition, it has been evaluated through a repositioning of data, which was obtained through research techniques and instruments, which allowed an exhaustive analysis of the information collected.