Incidencia del Juego en el Desarrollo de Habilidades Socioemocionales de los Niños y Niñas de 4 a 7 años en la sede San Francisco de la I.E. rural San Francisco, de Ibagué.

Abstract

This research project was developed at the San Francisco Educational Institution, located in a rural area of Ibagué. It arose from the observation of difficulties in emotional management and social interaction of preschool and first-grade children, who showed apathetic, insecure and irritable behaviors. To address these problems, the cultural context and parenting practices of families were analyzed, with the purpose of identifying possible links with the difficulties observed in children. The central thesis of the research maintains that play can be an effective tool to strengthen the development of socio-emotional skills, contributing to the improvement of their interpersonal relationships and emotional well-being. The general objective was to strengthen the socio-emotional skills of children from 4 to 7 years old through the use of play, seeking to promote more positive and regulated interactions between them. The research was based on an action-research methodology with a qualitative narrative approach, framed in the line of childhoods and diversity. Data collection was carried out using participant observation, semi-structured interviews, workshops and field diaries, which allowed for a detailed understanding of the rural environment. The results show that play strengthened skills such as empathy, autonomy and emotional management in children and promoted better communication and cooperation at home. The main conclusion is that the integration of play into daily life contributes to the socio-emotional development and well-being of children in rural educational contexts, allowing them to experience play at school as their own, welcoming and safe space.