Estrategias neurodidacticas para el desarrollo de habilidades socioemocionales que fortalecen la convivencia escolar en grado transicion del I.E.D Tesoro de la Cumbre

Abstract

The main objective of this research is to strengthen school coexistence among boys and girls in the transition grade (preschool level) at Colegio Tesoro de la Cumbre, through neurodidactic strategies focused on the development of socioemotional skills. This enables the implementation of dynamics that support the subjective understanding of emotions and their management within a school environment where coexistence-related situations arise, which could be mediated by such strategies. From a qualitative methodology under the participatory action research approach, neurodidactic strategies were implemented to enhance emotional competencies and influence school coexistence. The strategies focused on the development of socioemotional skills, integrating activities such as cooperative games, emotional recognition dynamics, affective routines, and emotional self-regulation techniques. These activities stimulated brain areas associated with empathy, decision-making, self-control, and conflict resolution. The strategies are grounded in the results and advances of neuroeducation, which highlight the importance of emotions in cognitive processes and in the consolidation of meaningful learning. Thus, the application of neurodidactic strategies oriented toward socioemotional development serves as a pertinent pedagogical tool for strengthening school coexistence in the transition grade, contributing to the holistic education of boys and girls from an inclusive and neurodidactic perspective.