Educación emocional y desarrollo de habilidades sociales en niños de educación inicial
DOI:
https://doi.org/10.70625/rlce/958Palabras clave:
Educación emocional, Habilidades sociales, Educación inicial, Interacción infantilResumen
El estudio tuvo como objetivo determinar la relación entre la educación emocional y el desarrollo de habilidades sociales en niños de educación inicial de una Unidad Educativa de la ciudad de Guayaquil. Se desarrolló bajo un enfoque cuantitativo, con alcance descriptivo-correlacional, diseño no experimental y corte transversal. La población y muestra estuvieron conformadas por 35 estudiantes, seleccionados mediante muestreo no probabilístico por conveniencia, debido a que se trabajó con la totalidad del grupo accesible. Para recopilar la información se empleó la técnica de observación directa y una guía estructurada de 10 ítems, distribuidos equitativamente entre las dos variables y valorados mediante una escala de frecuencia de cinco categorías. Los resultados mostraron una tendencia moderadamente favorable en educación emocional, principalmente en el reconocimiento de emociones propias y ajenas. En las habilidades sociales se identificó mejor desempeño en el respeto de turnos y el uso compartido de materiales, mientras que el inicio de interacciones, la cooperación y la resolución de conflictos presentaron mayores dificultades. Se concluyó que el fortalecimiento de la educación emocional favoreció las condiciones necesarias para la participación, la convivencia y la interacción entre compañeros, aunque se requirió mediación docente.
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Derechos de autor 2026 Carolina Elizabeth León Gómez, Gabriela Jazmín Fienco Barzola, María Cristina Vera Duque, Ruth Lelis Briones Fajardo, Paulette Marisol García Ramírez, Tanya Maryuri Ramírez Briones (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
