El lenguaje artístico como estrategia para fortalecer las habilidades sociales y el trabajo entre pares favoreciendo la inclusión en niños de cinco años del CDI Huellas de Amor

Abstract

This research addresses the need to strengthen social skills in a group of five- year-old children at the “Huellas de Amor” Child Development Center (CDI), where a student with Autism Spectrum Disorder (ASD) has shown difficulties integrating into group activities, communicating effectively, and establishing bonds with peers. Based on these observations, the study proposes the design and implementation of a pedagogical strategy grounded in artistic languages and peer-mediated work, aiming to foster inclusive environments that promote social interaction, empathy, and collaboration. The study employs a qualitative approach using observational techniques and document analysis, supported by national and international research demonstrating the effectiveness of peer-mediated interventions and artistic experiences in enhancing social competence among children with ASD. Preliminary findings highlight that artistic languages—such as body expression, visual arts, and symbolic play—function as powerful mediators for communication and group integration. This research seeks to demonstrate that a creative and intentional pedagogical proposal, sensitive to developmental diversity, can enhance participation, strengthen peer relationships, and promote meaningful inclusion in early childhood educational settings.