Rutinas pedagógicas y seguridad emocional en niños de educación inicial
DOI:
https://doi.org/10.70625/rlce/857Palabras clave:
Rutinas pedagógicas, Seguridad emocional, Educación inicial, Desarrollo socioemocionalResumen
La presente investigación tuvo como objetivo determinar la contribución de las rutinas pedagógicas en la seguridad emocional de los niños de educación inicial de una unidad educativa del cantón Daule, provincia del Guayas. El estudio se desarrolló bajo un enfoque cuantitativo, con alcance descriptivo y diseño no experimental de corte transversal. La población estuvo conformada por 27 estudiantes y la muestra por 20 niños, seleccionados mediante un muestreo no probabilístico intencional con criterios de inclusión y exclusión. La técnica empleada fue la observación directa y el instrumento correspondió a una guía de observación integrada por 12 ítems, distribuidos en dos variables y valorados mediante la escala Sí, En proceso y No. Los resultados evidenciaron una tendencia moderadamente favorable en ambas variables, destacándose la participación de los estudiantes en las rutinas diarias, el cumplimiento de normas, la autonomía durante las actividades y la confianza para interactuar con docentes y compañeros. Se concluyó que las rutinas pedagógicas favorecieron el fortalecimiento de la seguridad emocional al proporcionar ambientes organizados, estables y predecibles que promovieron la adaptación, la participación y el bienestar de los niños durante la jornada escolar. Estos hallazgos resaltan la importancia de fortalecer las prácticas pedagógicas orientadas al desarrollo socioemocional en la educación inicial.
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Derechos de autor 2026 Carolina Elizabeth León Gómez, Isabella Mariasol Ruiz Ramírez, Paulette Marisol García Ramírez, María Cristina Vera Duque, Ruth Lelis Briones Fajardo, Tanya Maryuri Ramírez Briones (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
