Educación socioemocional: diálogos intergeneracionales de la familia y la escuela en la primera infancia

Abstract

The purpose of this documentary review is to understand socioemotional education in families and schools from the perspective of socioemotional relationships and interactions in childhood, and intergenerational dialogue in educational institutions, educational programs, and public and private kindergartens. To this end, a qualitative approach with a descriptive scope was applied, aimed at identifying, organizing, and characterizing the theoretical and practical contributions to socioemotional education in early childhood. The review encompassed diverse theoretical and methodological perspectives, including mixed- method studies, academic and pedagogical documents published over the past five years. The sources were selected based on criteria of relevance and scientific rigor, ensuring the solidity and feasibility of the study. The analysis revealed that the connection between families and schools—grounded in effective communication and the appreciation of intergenerational dialogue—timely supports socio-affective relationships and interactions in early childhood. Similarly, significant challenges were identified in promoting meaningful and constructive intergenerational dialogue between families and schools regarding socioemotional education. Among these challenges, limited training, insufficient availability of time, and the lack of physical, technological, and pedagogical resources stand out—factors that, without a doubt, make it difficult to provide genuine support to children in their socio-emotional development. In light of these findings, there is clear evidence of the need to implement joint strategies between families and schools that promote comprehensive socio-emotional development from the earliest years of life, based on a contextualized and collaborative approach.