Reconocimiento de la Afectividad para Favorecer las Relaciones Interpersonales en la Institución C.D.I la Floresta de Río de Oro, Cesar

Abstract

This research analyzes the impact of affectivity on strengthening interpersonal relationships among children aged 4 to 5 at the La Floresta Child Development Center (CDI) in Río de Oro, Cesar. The participants were three girls and three boys, a teacher, a pedagogical assistant, and six parents. The central thesis maintains that affectivity is a key factor for comprehensive development and harmonious coexistence in early childhood education. It is found that affective environments and insufficient support negatively impact self-esteem, behavior, and learning. In this context, the general objective of the research was to promote healthy interpersonal relationships and the recognition of affectivity among peers at the La Floresta CDI in Río de Oro, Cesar, through recreational and educational workshops that promote school environments. To achieve this purpose, the following specific objectives were proposed: Identify emotions, attitudes, and relationships; analyze the causes and effects of behaviors; and finally, strengthen coexistence through emotional workshops. A participatory action research methodology was used, based on direct observation and a validated semi-structured interview with each group of participants. Furthermore, the implementation of playful and collaborative activities, such as storytelling and gamification, fostered emotional expression, participation, and the construction of safe and inclusive educational environments. The study concludes that coordination between teachers, families, and the community is essential to strengthening emotional relationships and consequently, improving the well-being and socio-emotional development of children from early childhood education onward. Keywords: affectivity, interpersonal relationships, early childhood education, playful strategies