Artes plásticas como estrategia pedagógica para el fortalecimiento de la inteligencia emocional en el grado jardín

Abstract

Early childhood education faces the challenge of fostering children’s ability to recognize, express, and regulate their emotions from an early age, understanding emotional development as a fundamental component of holistic learning. In this context, this undergraduate thesis reflects on the role of visual arts as a pedagogical strategy for strengthening emotional intelligence in kindergarten students at the Institución Educativa Comuneros, located in the city of Bucaramanga. The study emerges from classroom observations that reveal difficulties in emotional management, such as frustration, anxiety, limited self-regulation, and interpersonal conflicts, which directly affect school coexistence and learning processes. In response to this reality, art is presented as a privileged pedagogical medium that allows children to express their inner world freely, symbolically, and creatively, especially during a stage in which verbal language is still developing. Using a qualitative approach and a participatory action research methodology, this study proposes a pedagogical perspective centered on artistic experiences as spaces for emotional exploration, reflection, and meaning-making. Through art-based workshops, the research seeks to rethink educational practice and promote sensitive, inclusive learning environments aligned with the emotional needs of early childhood. In this way, the study aligns with contemporary educational approaches that emphasize a more human, integral, and emotionally aware formation process.