Diseño de una estrategia pedagógica para el desarrollo de competencias socioemocionales en niños de tres años en un CDI de Facatativá

Abstract

This research study stems from the need to strengthen teaching practices at a Child Development Center (CDI) in the municipality of Facatativá, Cundinamarca, where a disconnect has been observed between the planning and implementation of educational activities, limiting the development of social-emotional competencies in three-year-old children. This research employs a qualitative approach and an action-research methodology, which proposes a pedagogical strategy described as a Pedagogical Laboratory of Emotions. This strategy is based on the intentional use of play as a pedagogical resource or tool to promote children’s social-emotional development. The aim is for the implementation of this design to go beyond mere entertainment and address the needs observed in the children’s context, which could help strengthen their autonomy, peer interaction, social coexistence, emotional recognition, and the resolution of everyday conflicts. This research is being conducted with a sample of approximately 15 to 19 preschool-aged children, as well as educators and teaching assistants. Data collection methods will include direct observation, a field journal, a social-emotional development checklist, and finally, an evaluation guide for the implemented pedagogical experiences.