Maestría en Infancias

URI permanente para esta colecciónhttp://hdl.handle.net/11634/58969

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Estilos de crianza y su impacto en la convivencia escolar: una propuesta formativa participativa
(Universidad Santo Tomás, 2026-02-13) Rojas Camelo, Diana Alexandra; Sandoval Ruíz, María del Pilar; Cano Areiza, Marcela; Cano Areiza, Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000949418; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scholar.google.com/citations?user=JcqquqUAAAAJ&hl=es&oi=ao; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002281155; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002287753; https://scholar.google.com/citations?user=2XJqYYAAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=JcqquqUAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-5169-8523; https://orcid.org/0000-0002-7376-2626; https://orcid.org/0009-0001-7460-9535
This study stems from a problem where parenting styles directly impact the school climate. This situation was evident in various incidents involving students in the 2A class at the Jordán de Sajonia school, as the children exhibited disruptive behaviors, persistent conflicts, and difficulties in creating a safe, participatory, and inclusive environment. The objective of this research is to analyze, from a participatory perspective, the relationship between parenting styles and school coexistence in order to develop a training program for families, teachers, and students. The aim is to strengthen conflict resolution strategies and foster the development of socio-emotional skills. To achieve this objective, action research methodology was implemented, including interviews with families and teachers, and focus groups with students. Based on these instruments and methodology, several findings were identified, such as the democratic parenting style being the most appropriate, as it promotes empathy, autonomy, and peaceful peer relationships. In contrast, it was found that other parenting styles (authoritarian, neglectful, and permissive) negatively impact relationships with others, exhibiting a predominance of disruptive behaviors, poor emotional regulation, and weak coping strategies. These same findings indicate that when families apply positive parenting principles, children demonstrate better peer relationships, greater cooperation, and adequate emotional regulation. It is concluded that there is a need to train families, teachers, and students in various tools such as coping and mediation strategies, as this fosters a healthy school environment, promotes social skills, and strengthens co-responsibility between families and schools, thus ensuring safe, protective, and inclusive environments for children.
Integración cerebral para la creación de ambientes seguros en el nivel preescolar en el contexto urbano de Latinoamérica entre los años 2020 y 2025: revisión documental.
(Universidad Santo Tomás, 2026-02-11) Acosta Chacón, Lisseth Yesenia; Chacón Dueñas, Aminta; Pedraza Hernández, Yily Darley; Universidad Santo Tomás
The purpose of this study is to examine the theoretical and scientific foundations of brain integration and mindful discipline as core elements of neuroeducation applied to preschool education, with an emphasis on their contribution to creating safe and emotionally balanced educational environments in the Latin American context. The methodology involved a systematic review of academic sources, including articles, books, and policy documents published between 2020 and 2025, identifying the main theories, practices, and strategies related to these neuroeducational approaches. The analysis revealed that the principles of brain integration and mindful discipline—such as emotional self-regulation, the establishment of affective routines, and co-regulation—are essential for fostering school environments that promote emotional well-being and affective security in children. Several gaps in practical implementation were identified, particularly in teacher training and institutional policies within Latin America. The findings underscore that these neuro-scientific foundations provide valuable tools for transforming pedagogical practices, fostering safe environments, and improving school coexistence in early childhood education. The study highlights the importance of integrating these approaches into educational policies and professional development programs to promote holistic and emotional development in young children, thereby establishing resilient and respectful school environments.
Avivar voz niños para narrar mundo. Fortalecimiento competencias orales primera infancia estrategias dialógicas
(Universidad Santo Tomás, 2025-12-26) Guerrero Suárez, Tatiana; Taborda Gómez, Paula; Bejarano Bejarano, Olga; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002286910; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270008; https://orcid.org/0009-0005-7933-0372; https://orcid.org/0009-0000-2989-4763
This research focuses on the teaching–learning processes of communicative competencies in first-grade children at the IED Ciudadela Educativa de Bosa, and particularly on the formulation of a pedagogical proposal based on dialogic strategies aimed at strengthening oral skills. According to teachers’ assessment reports, students show limited expressive abilities that hinder their adaptation to school life when they enter first grade. Methodologically, a qualitative approach complemented by quantitative data at a descriptive level of research was adopted. The study involved the application of four research techniques commonly used in the field of social sciences, namely: documentary analysis, semi-structured interviews, focus groups, and surveys. The results show that dialogic strategies implemented through storytelling workshops with a playful orientation significantly improve oral communication competencies.
Educación sexual en el ciclo inicial y básica primaria en Instituciones Oficiales de Bogotá 2014 – 2024: Una mirada desde el análisis documental
(Universidad Santo Tomás, 2025-12-10) Carmona Segura, Leidy Marcela; Huertas Urrego, Sady Juliett; Parra Martinez, Mariana Fernanda; Leon Rodriguez, Ana Maria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470821; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002285689; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270120; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002286400; https://scholar.google.com/citations?user=RN7iblsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4434-5380; https://orcid.org/0009-0002-7236-1334; https://orcid.org/0009-0006-2333-6000; https://orcid.org/0009-0002-4616-2673
This research analyzes the implementation of sexual education in the Initial Cycle and Primary Education in public schools in Bogotá between 2014 and 2024. Using a qualitative approach and a documentary analysis method, the study examined public policies, national and district legal frameworks, and academic research addressing the topic from different perspectives. The theoretical framework was structured around five key categories: sexual education, childhood sexuality, sexual rights in childhood, conceptions of childhood, and child participation. Findings reveal significant normative progress that recognizes sexual education as a fundamental right and a cross-cutting axis within the school curriculum; however, persistent sociocultural resistances, myths, and taboos continue to hinder its effective implementation. Critical factors include insufficient teacher training, limited family involvement, and weak intersectoral coordination. The study concludes with recommendations to strengthen comprehensive sexual education from a human rights, gender equity, and curricular transversality approach, promoting shared responsibility among schools, families, and the State in the affective-sexual development of children.
Fortalecimiento de habilidades comunicativas desde la implementación de la conciencia fonológica como estrategia didáctica en el preescolar
(Universidad Santo Tomás, 2025-01-04) Fabra Vargas, Rosana Yasmit; López Arias, Patricia; Galvis León, José Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002140475; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002295449; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001669213; https://orcid.org/0009-0002-2412-676X; https://orcid.org/0009-0001-1176-2081; https://orcid.org/0009-0002-0661-8306
This research proposal, titled Strengthening Communication Skills through the Implementation of Phonological Awareness as a Didactic Strategy in Preschool Education, has as its main objective the enhancement of communication skills through the implementation of phonological awareness as a didactic strategy in preschool, promoting the development of oral language and preparing the path toward literacy. The research was developed under a qualitative action research (A-R) approach, which allowed observation, reflection, and educational intervention. Additionally, various instruments were applied, such as an initial diagnostic assessment for students, surveys for parents, interviews with teachers and school administrators, and recreational workshops with students. These procedures facilitated the collection and analysis of information regarding the level of communicative development, family support, and the pedagogical strategies used in the classroom. The results revealed weaknesses in pronunciation, verbal fluency, and sound segmentation, but they also demonstrated significant progress after the implementation of phonological workshops. Likewise, the interest of parents and teachers in strengthening communication through innovative methodologies was confirmed. As a final outcome, a comprehensive pedagogical framework was designed, which integrates school, family, and play, promoting active and meaningful learning in accordance with the needs of the educational context, effectively contributing to the strengthening of oral language and phonological awareness in preschool education.
Propuesta pedagógica, prácticas pedagógicas docentes, mediadas por el juego, para el desarrollo de la comprensión lectora en la infancia
(Universidad Santo Tomás) Castellanos Nieto, Diana Marcela; Rojas Lizarazo, Genny Johanna; García Garzón, Juana Janeth; Galvis León, José Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002140475; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002300132; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002300202; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270018; https://orcid.org/0009-0002-2412-676X; https://orcid.org/0009-0003-1497-6362; https://orcid.org/0009-0001-7747-6790
This proposal presents a reorganization of reading comprehension classes for second and third grades at the Clemente Naranjo Educational Institution, placing play at the center of the learning process. Reading is conceived as more than the simple decoding of words; it involves understanding, analyzing, and, above all, enjoying the reading experience. However, it is acknowledged that many students face various difficulties: motivation often fluctuates, some educational methods prove to be static, and at times the school context does not encourage children’s natural curiosity. For this reason, the proposal suggests incorporating games as a teaching strategy in order to energize classes, stimulate participation, and strengthen reading comprehension. Through playful activities, the aim is to motivate students, clarify ideas, and create a more active and participatory learning environment. Play not only enriches the educational experience but also encourages students’ enthusiastic involvement in their own learning process. Likewise, it promotes collaboration and interaction among peers, strengthening a sense of community and mutual support—key aspects of their social and emotional development.
lenguaje sin barreras: Estrategias didácticas para docentes que permiten apoyo a estudiantes con trastornos de lenguaje en primera infancia del colegio parroquial bilingüe santa Isabel de Hungría – Bogotá d. c.
(Universidad Santo Tomás, 2026-02-07) Suarez Vargas, Olga Lucia; Mateus Miranda, Alcira Milena; Sandoval Galindo, Monlly Andrea; Pulido Quintero, Eliana Paola; Guzmán Escoba, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000949418; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002269997; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002269999; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270070; https://orcid.org/0000-0001-5169-8523; https://orcid.org/0009-0007-4305-0445; https://orcid.org/0009-0008-5001-0190
This project addresses the difficulties of verbal expression presented by some early childhood students of the Colegio Parroquial Bilingüe Santa Isabel de Hungría, located in the city of Bogotá. These difficulties directly affect their communication, socialization and understanding of the environment, which generates feelings of frustration and low self-esteem in the children. In addition, it is observed that teachers lack adequate tools to identify and manage these diagnoses. This lack limits the implementation of effective and personalized didactic strategies, necessary to support the linguistic development of students. The research proposal focuses on the implementation of a training program for teachers. This program aims to provide teachers with specialized knowledge and practical resources to identify students with specific language needs at an early stage. Subsequently, teachers will apply in the classroom innovative strategies and play activities designed to strengthen children's communicative development. These activities favor the development of skills such as oral comprehension, verbal fluency, pronunciation and social interaction. The combination of teacher training and early attention in the classroom will allow for a systemic and coherent approach. Teachers will be better prepared to identify and accompany students, applying appropriate didactic strategies that facilitate the understanding of academic activities. This will help prevent difficulties in basic subjects such as reading, writing and mathematics, improve social interaction and raise academic performance. In the medium and long term, children are expected to overcome communication barriers, build healthy self-esteem and develop positive school performance.
Enfoque STEM para mejorar el pensamiento lógico matemático en las operaciones aditivas en segundo grado
(Universidad Santo Tomás, 2026-02-07) Ricardo Ortega, Carolina; Kerguelen Ruiz , Katherine; Ricardo Pérez, María Valentina; Lemus Bohórquez , Claudia Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000050636; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002058618; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993775; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001998752; https://scholar.google.com/citations?user=SvbD-CYAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0006-4345-176X; https://orcid.org/0009-0000-5697-7193; https://orcid.org/0009-0009-2966-5747; https://orcid.org/0009-0009-8194-6597
This study addresses the transformation of basic mathematics teaching, specifically addition, in the context of the Los Morales Educational Institution in Tierralta, Córdoba. The central problem identified was a cognitive paradox in second-grade students: while the students possessed a solid conceptual understanding of the properties of addition, a critical gap and procedural difficulties were identified in the application of the regrouping algorithm. This difficulty limited the full development of their Logical-Mathematical Thinking (LMT). The project was guided by three specific objectives: 1) To characterize the progress of addition within the framework of LMT; 2) To design and implement a pedagogical proposal mediated by the STEM approach and Problem-Based Learning (PBL); and 3) To evaluate the relevance of this methodology for the development of addition. The methodology was framed within a qualitative approach, adopting an action research design. Diagnostic and evaluation instruments (initial and final tests) and field notes were used. The study population consisted of the second-grade students of the institution. The main results validate the STEM-PBL synergy as a high-impact didactic mediator. The initial diagnosis revealed a gap in regrouping; however, after the implementation of six sessions based on PBL (contextualization) and STEM (use of Cuisenaire rods and simulators to solidify the abstraction of base 10), the post-test demonstrated a significant improvement in the deficit. The accuracy in applying addition in Science and Technology contexts exceeded 90%, confirming knowledge transfer. In conclusion, it was established that the pedagogical proposal proved to be highly relevant. Not only did it improve performance in addition with regrouping, but it also generated a triple transformation: cognitive (algorithmic mastery), didactic (validation of the use of STEM to make abstraction concrete), and attitudinal (reduction of math anxiety, increased argumentation, and collaboration). The study recommends the adoption of the STEM-PBL model for teaching abstract mathematical content in primary education.
Profe, ¿y tú cómo estás? narrativas de docentes de primera infancia que inspiran una bitácora para el bienestar emocional
(Universidad Santo Tomás, 2026-01-19) Sarmiento Tunjano, Paula Andrea; Rodríguez Vergara, Franci Carolina; Vaca Díaz, Geraldine; Montoya Mogollón, Diana Carolina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002290347; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270066; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270031; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002281181; https://scholar.google.com/citations?user=Y2a80P8AAAAJ&hl=es&oi=ao; https://orcid.org/0009-0002-3561-5892; https://orcid.org/0009-0001-8699-3626; https://orcid.org/0009-0008-8579-1732
The purpose of this research is to understand the narratives constructed by early childhood teachers in Bogotá, Colombia regarding socioemotional competencies within their pedagogical practice, with the aim of making their voices visible and empowering them as the basis for developing a guidance logbook that promotes their emotional well-being. The project is grounded in data reported by the Ministry of Health, the Ministry of National Education (MEN), and the OMS, which reveal a concerning panorama of teachers’ mental health, marked by the presence of disorders such as depression, anxiety, high levels of occupational stress, and emotional exhaustion or burnout. Methodologically, a qualitative approach with a narrative design was adopted. The analysis of the information was carried out from a thematic–narrative perspective, supported by a co-occurrence array that enabled the interpretation of teachers’ experiences, emotions, feelings, and everyday challenges. From this process emerged an illustrated logbook containing 15 activities based on the pentagonal model of Bisquerra & Pérez (2007). Accompanied by a series of practical exercises, such as writing, drawing, and photography, the logbook invites teachers to reflect, reconnect, and care for their emotions inside and outside the classroom, as well as to treasure the memories that give meaning to the profession, as fundamental aspects for strengthening well-being.
Aprendizaje basado en el juego, una estrategia didáctica para promover la participación activa en el grado de transición
(Universidad Santo Tomás, 2026-01-19) Guerrero Rúa, Sandrta Judith; Guevara Rodríguez, Monica Patricia; López Ruíz, Efrem José; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002202222; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002202301; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002201937; https://orcid.org/0000-0002-8077-2304
This qualitative research is framed within Action Research, with the purpose of analyzing the causes of the limited active participation of boys and girls of the 6th transition grade of the Departmental Educational Institution February 23 of the municipality of Fundación, in order to design a didactic strategy based on play-based learning that favors their involvement in school activities. Through participant observation and semi-structured interview with the head teacher of the grade in question, it was revealed that the relevant difficulties that students go through, associated with the difficulty of actively participating, are disinterest, passivity and low motivation in several boys and girls, this has a decisive impact on the improvement and transformation of current pedagogical practices, which do not adequately respond to their interests, characteristics, rhythms and learning styles. Based on these findings, a teaching proposal was designed that integrates play as a central axis to promote meaningful, fun, and participatory educational experiences. Although the strategy could not be implemented due to time constraints, the analysis process allowed us to understand the group's situation and guide the design toward a methodology that seeks to foster active student participation consistently in the classroom
Incidencias de las emociones en el desarrollo del aprendizaje de los niños de grado quinto.
(Universidad Santo Tomás, 2026-01-24) Osorio Alfonso, Lina Julieth; Muñoz Rodriguez, Yeimy Paola; Martelo Blanco, Julieta Elvira; Pedraza Hernández, Yili Darley; Universidad Santo Tomas
This research analyzes the influence of emotions on learning processes and the transition to secondary education for fifth-grade students at the El Arenoso Rural Educational Institution, La Pradera campus, in San Vicente del Caguán. The study employed a qualitative approach, using techniques such as interviews, diagnostic questionnaires, participant observation, and focus groups, which allowed for an understanding of the students' predominant emotions and their impact on school dynamics. The theoretical framework was organized into four main categories: emotions and learning, emotional expression, school coexistence, and transition to high school. These categories guided both the collection and analysis of information and facilitated the identification of emotional needs related to motivation, self-regulation, social interaction, and adaptation to new educational environments. The results showed that emotions directly influence attention, participation, and school behavior. Based on these findings, pedagogical strategies grounded in emotional intelligence were designed, including emotional recognition workshops, dialogue circles, self-regulation activities, and group interaction activities. These strategies were subsequently shared with teachers and families to assess their relevance and applicability in the rural context. The study contributes to the understanding of the role of emotions in the learning process and highlights the importance of incorporating emotional education into schools, especially during periods of educational transition, offering useful tools to strengthen teacher support and the socio-emotional development of students.
Incidencia de la malnutrición infantil en el desempeño escolar en Colombia entre el 2000 a 2024: Una revisión sistemática
(Universidad Santo Tomás, 2026-01-03) Ceballos Álzate, Edwin; Benito Revollo Tovar, Camila; Henao Rendón, Andrea; León Rodríguez, Ana María; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000470821; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002282049; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001860909; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270049; https://scholar.google.com/citations?user=RN7iblsAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4434-5380; https://orcid.org/0009-0006-5554-5130; https://orcid.org/0009-0007-5587-4636
The purpose of this research was to analyze the impact of child malnutrition on school performance in Colombia, based on a systematic review of the scientific literature published between 2000 and 2024. The methodological design is framed within a qualitative approach and a documentary research design. Review matrices were used for the extraction and organization of data from a corpus of 39 academic works and 26 technical reports and institutional bulletins, followed by an inductive content analysis. The results show that malnutrition is a manifestation of structural socioeconomic, territorial, and ethnic inequities, which give rise to inadequate dietary practices. It was found that key interventions such as the School Feeding Program face effectiveness challenges due to shortcomings in nutritional quality and a lack of cultural appropriateness. The findings confirmed that malnutrition, whether due to deficit or excess, affects cognitive development by deteriorating executive functions such as attention and memory, which are prerequisites for learning. It is concluded that malnutrition operates as a direct biological and structural barrier to educational potential. Current strategies are insufficient when implemented in isolation, and the solution requires coordinated state action that moves beyond welfare-oriented approaches and focuses on structural equity. Accordingly, recommendations are proposed for educational institutions, including teacher training in neurodevelopment and nutrition, and the implementation of food education workshops aimed at families.
Articulación pedagógica de las prácticas docentes para la atención del tránsito educativo en la infancia
(Universidad Santo Tomás, 2025-12-26) Arévalo Arias, Paula Andrea; Sierra Betancur, Edith Johanna; Bejarano Bejarano, Olga Lucia; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000164844; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270060; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270599; https://scholar.google.com/citations?user=NlXYKscAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0003-2195-0577; https://orcid.org/0009-0005-0374-2506; https://orcid.org/0009-0009-6246-7363
This thesis, based on the systematization of experiences, aims to critically analyze the pedagogical articulation of teaching practices to promote harmonious transitions in children aged 5 to 7 at the Ciudadela Educative del Magdalena Medio Institution in Barrancabermeja, and to propose a guiding document that incorporates the perspectives of educational stakeholders and contributes to the consolidation of an institutional policy on educational transitions in early childhood. The problem arises from the difficulties observed in these processes, reflected in demotivation, low performance, grade repetition, and the risk of dropout, all exacerbated after the COVID-19 pandemic. In response, the need to rethink teaching practices, articulate them, and strengthen the school-family bond as a strategy for support and child well-being became evident. The research is framed within a qualitative approach, based on the systematization of experiences, conceived as a critical and reflective process that allowed for understanding and reconstructing practices based on lived experience. The study involved a purposive sample of teachers from kindergarten, first, and second grades, using timelines, semi-structured interviews, and focus groups. The findings demonstrate that pedagogical articulation fosters the redefinition of teaching practices, collaborative work, and the contextualization of learning. It also promotes the active participation of families and institutional strengthening through an operational pathway organized in three phases, which is consolidated as an educational policy that can be replicated in other contexts.
Estrategias pedagógicas para promover la cátedra de paz en la escuela rural venceremos de la institución educativa Palo Blanco Municipio de Zapatoca
(Universidad Santo Tomás, 2025-12-22) Tarazona Acosta, Adriana Vanesa; Oviedo Caviedes, Aida María; Borrero Díaz, Carolina; Osorio Parra, Sandra Milena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001533563; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993771; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002035490; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002014398; https://scholar.google.com/citations?hl=es&user=xo-uICYAAAAJ; https://scholar.google.com/citations?hl=es&user=5BX1Y1cAAAAJ; https://orcid.org/0000-0002-2576-8302; https://orcid.org/0009-0000-7464-4480; https://orcid.org/0009-0009-4154-3013; https://orcid.org/0009-0006-1218-8567
The research study “Pedagogical Strategies to Promote the Peace Chair at the Rural School Venceremos of the Educational Institution Palo Blanco, Municipality of Zapatoca” proposed as its central thesis that the Peace Chair, when implemented in a contextualized and experiential manner, constitutes a fundamental pedagogical tool for strengthening school coexistence in rural settings. The general objective was to analyze how pedagogical strategies can contribute to strengthening the implementation of the Peace Chair at the Rural School Venceremos of the Educational Institution Palo Blanco, in the municipality of Zapatoca. Methodologically, the study adopted a qualitative approach under the action-research method, involving semi-structured interviews, observations, and pedagogical workshops carried out with the students and teacher of the Venceremos campus. The main findings show that training in socio-emotional skills, teacher mediation, and cooperative work strengthen empathy, respect, and the peaceful resolution of conflicts, generating protective environments that improve and promote school coexistence. The study concludes that peace education, more than a standalone subject, should be consolidated as a transversal axis of the curriculum and as a pathway to transform school culture from early childhood.
Construcción de ciudadanía desde el contexto educativo en primera infancia en Colombia 2015 - 2025
(Universidad Santo Tomás, 2025-12-11) Ramos Socha, Ronald Fernando; Camargo Tambo, Derly Fabiola; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001502579; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270745; https://orcid.org/0009-0008-7615-4125; https://orcid.org/0009-0008-7845-7234
The purpose of this research report is to analyze the construction of citizenship in early childhood in Colombia, between 2015 and 2025, using for this qualitative research, the documentary analysis method that contributes to identify the relevant information within the documents found, addressing scientific articles, master's and doctoral theses, research in socio-educational contexts, and book chapters; in databases such as Google Scholar, Publish or perish, CRAI and repositories of the National, National Pedagogical, District, and Technological University of Pereira. From this, it is possible to identify and characterize important aspects such as: citizenship training, participation, rights and pedagogical practices which are necessary to form political subjects; therefore, it is possible to analyze the conceptualizations of some authors between the years mentioned and thus be able to establish some recommendations. The findings of the study have been initially recorded in a documentary analysis matrix, with subsequent concretion in coding and triangulation matrices, responding to the main categories: construction of citizenship, early childhood and school context, from which a series of emerging categories are related. Among the results obtained, the existence of some public policies in terms of citizenship training in early childhood and various efforts by educational and social agents to advance programs is noted, but there is still a lack of articulation with the curricular guidelines, as well as the commitment of the entire educational community.
Influencia de la familia en el desarrollo de la identidad en la infancia
(Universidad Santo Tomás, 2025-12-09) Agudelo Susa, Diana Fernanda; Miranda Caicedo, Kelen Yemima; Franco López, Lilian Clarena; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001716948; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002281799; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270000; https://orcid.org/0000-0002-8077-2304; https://orcid.org/0009-0003-4530-7794; https://orcid.org/0009-0001-6422-8202
This study presents the results of an action research project focused on the influence of families on identity development during childhood, targeting third-grade students at an educational institution in Calarcá, Quindío, Colombia. The research is based on a theoretical framework that integrates psychological and sociocultural perspectives from authors such as Muñoz (2005), Catarí (2022), and Martínez Cerdá (2021), among others. The methodology includes qualitative data collection aimed at understanding family dynamics and designing a pedagogical strategy for parents and tutors to strengthen children's identity. It also aims at enhancing the overall children´s well-being by considering the realities of their social and cultural contexts. The findings of this research will help identify both beneficial and harmful patterns in childhood development that influence the construction of identity. Additionally, the study will offer a practical guide for parents and caregivers to support the harmonious and healthy development of children. Beyond exploring the structures and dynamics that impact a child’s identity, this research seeks to engage all significant subjects in childhood development. It emphasizes the fundamental role of the school as the most significant context for social interaction after home. Additionally, it proposes an educational strategy to empower families, particularly parents and caregivers in strengthening children's identity development.
Las tecnologías de la información y la comunicación (tic) y su impacto en el desarrollo emocional y socio familiar en la infancia
(Universidad Santo Tomás, 2025-12-18) Campiño Penagos, Anyely Catherine; Guevara Benavidez, Marycruz; Orobio Ortiz, Yalina; Osorio Parra, Sandra Milena; Universidad Snato Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001533563; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002286597; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270058; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002286917; https://scholar.google.com/citations?hl=es&user=xo-uICYAAAAJ; https://scholar.google.com/citations?hl=es&view_op=search_authors&mauthors=Yalina+Orobio+Ortiz&btnG=; https://orcid.org/0000-0002-2576-8302; https://orcid.org/0009-0007-2447-4947; https://orcid.org/0009-0009-3048-7204; https://orcid.org/0009-0007-5900-3619
In contemporary societies, Information and Communication Technologies (ICTs) are considered a cross-cutting element of human life, whose influence extends to both urban and rural areas. This is the case of the Buenos Aires Educational Institution, located in the rural area of the municipality of Palestina, Huila. This document presents a research exercise aimed at analyzing the impact of ICTs on the children in the multi-grade classroom of this institution, especially regarding their emotional and socio-familial dimensions. It is necessary to develop an approach that recognizes the family environment as a fundamental component not only for strengthening academic and social skills, but also for the emotional and familial well-being of the children. This approach allows for the identification of new forms of socio-educational intervention aimed at a child population that, in addition to being constant users of ICTs, has the family as its primary socializing agent. This research is framed within the action research (AR) methodology. Its purpose is not only to analyze the relationship between information and communication technologies (ICTs) and the emotional and socio-family development of children, but also to formulate suggestions for socio-educational intervention that contribute to strengthening said development in the subjects of study.
Los dispositivos tecnológicos y su incidencia en el desarrollo socioemocional de los estudiantes de preescolar del colegio Luis López de Mesa, ubicado en el corregimiento El Centro, Barrancabermeja, Santander
(Universidad Santo Tomás, 2025-12-10) Navas Gómez, Johana Valentina; Rodríguez Pulgarín, Andrea; Lemus Bohorquez, Claudia Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000050636; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002013462; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270048; https://scholar.google.com/citations?hl=es&user=SvbD-CYAAAAJ; https://orcid.org/0009-0006-4345-176X; https://orcid.org/0009-0003-8770-3015; https://orcid.org/0009-0009-5626-3268
This research project aims to analyze the impact of the use of technological devices on the socio-emotional development of preschool children at Colegio Luis López de Mesa, located in the district El Centro, Barrancabermeja (Santander). The study arises from the need to understand how Information and Communication Technologies (ICT), increasingly present in children’s daily lives, may influence their interaction, self-regulation, and emotional development, both positively and negatively. Using a qualitative approach with an action-research design, the study sought to characterize children’s socio-emotional skills before, during, and after the use of technological devices, through observations and discussion groups with teachers and families of the transition grade. Subsequently, a pedagogical strategy was designed and implemented to strengthen these skills through ICT-mediated experiences, structured in the stages see, understand, act, and evaluate. Finally, the effectiveness of the strategy was assessed through the participatory development of a pedagogical logbook containing recommendations that promote a balanced and conscious use of technology in preschool classrooms. The findings reveal that the planned use of technological devices can foster competencies such as empathy, self-control, and cooperation, provided that adequate pedagogical mediation is established and families are actively involved in the process. However, risks were also identified when the use of devices becomes excessive or unregulated, potentially affecting children’s social interaction, concentration, and emotional regulation. This research contributes to the line of Childhoods and Diversity within the Master’s program in Childhood Studies, as it proposes feasible, replicable, and context-sensitive pedagogical strategies to guide the use of technology in early childhood education. It also provides practical tools for teachers and families through the logbook of recommendations, aiming to achieve a balance between the benefits of digital tools and the importance of social, communicative, and emotional experiences for children’s integral development. Keywords: technological devices, socio-emotional development, childhood, preschool education, pedagogical strategy, ICT.
Análisis de propuestas de formación focente para el desarrollo de competencias socioemocionales en la primera infancia en Colombia
(Universidad Santo Tomás, 2025-12-17) Caro Carreño, Jury Janiry; López Gacharná, Jenny Alexandra; Orejuela Waldo, Mercy Doris; León Rodríguez, Ana María; Universidad Santo Tomás; https://orcid.org/0000-0002-4434-5380; https://orcid.org/0009-0006-3979-5738; https://orcid.org/0009-0005-8196-3099; https://orcid.org/0009-0003-5389-292X
This research, "Analysis of Teacher Training Proposals for the Development of Socioemotional Competencies in Early Childhood in Colombia," has a qualitative, documentary approach and focuses on the method of content analysis from an understanding of the studied phenomenon. The findings respond to the objective of analyzing the socioemotional component present in Early Childhood Education degree programs in Colombia and in international practices that address socioemotional training for future teachers, with the purpose of offering recommendations on the feasibility of their implementation in Colombia. The methodology was based on a qualitative approach that allowed addressing the question of the socioemotional component in early childhood teacher training. Documentary analysis was employed, systematizing and contrasting information from databases and curricula of Colombian universities. Content analysis was applied following the stages proposed by Piñuel (2002), based on the selection of the documentary corpus composed of Early Childhood Education degree programs registered in SNIES and academic documents on socioemotional competencies in teacher education. Institutional websites, Ibero-American databases, university repositories, and current national regulations were consulted. The categories of analysis were organized into two matrices—one for academic documents and another for national programs—in order to organize, classify, and contrast the information. A review was carried out of the curricula of 96 Early Childhood Education degree programs offered by higher education institutions in Colombia, with the purpose of analyzing the included socioemotional component. In addition, 16 international studies presenting proposals on teacher training in socioemotional competencies were read and analyzed. The results highlight the importance of incorporating socioemotional competency training into Early Childhood Education degree programs, thus contributing to a comprehensive education that enables future educators to respond, with tools and knowledge related to socioemotional competencies, to the challenges, needs, and practices within Colombian educational contexts. Furthermore, the review makes it possible to identify teacher training models with applicability in the Colombian context, such as CASEL (Collaborative for Academic, Social and Emotional Learning), VAS (Vínculos y Aprendizaje Socioemocional), and Bisquerra’s Pentagonal Model, recognizing that in Spanish-speaking and Latin American countries their implementation has been achieved with successful results.
La gestión emocional en la infancia: Un proceso clave para las relaciones sociales asertivas
(Universidad Santo Tomás, 2025-12-16) Suarez Paez, Laura Juliana; Lopez Zapata, Elizabeth; Navarro Martinez, Sandra Lucia; Aguilar Agudelo, Johana Andrea; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002096403; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270033; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270061; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270036; https://orcid.org/0000-0002-1493-5814; https://orcid.org/0009-0003-2891-754X; https://orcid.org/0009-0009-6408-7575
The study arises from the need to address the difficulties observed in children when expressing their emotions appropriately, a situation that negatively affects the classroom environment, academic performance, and peer relationships. Likewise, the influence of parenting practices and family dynamics on the emotional development of children is recognized, since the experiences lived at home are reflected in their behaviors and bonds within the school environment. The research was carried out under a qualitative approach and an action-research design, which made it possible to understand the educational reality and intervene in a reflective and participatory manner. Semi-structured interviews with the main teacher, observation records applied at six different moments of the school day, and focus groups with families and the 28 children from preschool group C were used as data collection instruments. The analysis of the information made it possible to identify categories that guided the construction of a pedagogical proposal as the final result, structured around five thematic topics: recognition of emotions, emotional expression, emotional self-regulation, the teacher’s role as an emotional mediator, and family and emotion. These topics aim to promote joint work between school and family, fostering children’s emotional development and a more harmonious and affectionate educational climate.

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