Fortalecimiento de las habilidades socioemocionales de los niños y niñas de preescolar a través del juego, aplicando la pedagogía waldorf

Abstract

This research addresses the socio-emotional development of preschool children in a rural school in Arbeláez, Cundinamarca, based on a problem characterized by irritability, physical aggression, and difficulty following rules. The study seeks to understand how a pedagogical strategy mediated through play and elements of Waldorf pedagogy influence the emotional development of children. It adopts a qualitative approach with a phenomenological design, which facilitated the interpretation of the experiences of 25 students through field journals, Likert surveys, and direct observation. The pedagogical intervention reveals a notable decrease in violent incidents and better impulse control. Dialogue, consensus, and reflection replaced aggressive behaviors; even practices such as biting disappeared, giving way to a culture of forgiveness and apology as a daily exercise. However, a lack of proper parenting guidelines and overprotection by grandmother caregivers was evident. Likewise, the study highlights the urgent need to structure flexible and contextualized curricular actions that prioritize socio-emotional balance from early childhood. It is established that child support requires a constant and consistent effort between school and home. Finally, a call is made to caregivers and institutions to carry out their role with patience and love, emphasizing that the development of children intrinsically depends on the adults' ability to transform themselves and be positive role models.