Educación emocional en primera infancia: sistematización de estrategias socio afectivas en la unidad de servicio gotitas de amor

Abstract

This study presents the systematization of a pedagogical experience carried out at the Gotitas de Amor Service Unit with children aged 2 to 5 years, aimed at strengthening emotional education as a fundamental axis of early childhood development. The research reconstructs and analyzes the socio-affective strategies implemented during 2025, with the purpose of transforming practice into useful and replicable knowledge. The methodological process was based on Jara-Holliday’s (2018) proposal, understanding systematization as a critical interpretation that turns lived experience into socially relevant learning. Qualitative techniques such as field diaries, participant observation, semi-structured interviews, and photographic records were employed, organizing the evidence into three stages: initial diagnosis, implementation of strategies, and results analysis. Findings reveal significant progress in three core categories: emotional awareness, self-regulation, and empathy. Teacher modeling and linguistic mediation were key factors for emotional recognition; self-regulation at early ages required adult co-regulation; and storytelling and dramatization proved to be privileged resources for fostering empathy and prosocial behaviors. The systematization highlighted achievements such as improved school coexistence and family participation, as well as limitations related to continuity between home and institution and the need for greater teacher training. Practical recommendations are proposed to strengthen family–school articulation, optimize pedagogical resources, and expand training in emotional education.