Los dispositivos tecnológicos y su incidencia en el desarrollo socioemocional de los estudiantes de preescolar del colegio Luis López de Mesa, ubicado en el corregimiento El Centro, Barrancabermeja, Santander

Abstract

This research project aims to analyze the impact of the use of technological devices on the socio-emotional development of preschool children at Colegio Luis López de Mesa, located in the district El Centro, Barrancabermeja (Santander). The study arises from the need to understand how Information and Communication Technologies (ICT), increasingly present in children’s daily lives, may influence their interaction, self-regulation, and emotional development, both positively and negatively. Using a qualitative approach with an action-research design, the study sought to characterize children’s socio-emotional skills before, during, and after the use of technological devices, through observations and discussion groups with teachers and families of the transition grade. Subsequently, a pedagogical strategy was designed and implemented to strengthen these skills through ICT-mediated experiences, structured in the stages see, understand, act, and evaluate. Finally, the effectiveness of the strategy was assessed through the participatory development of a pedagogical logbook containing recommendations that promote a balanced and conscious use of technology in preschool classrooms. The findings reveal that the planned use of technological devices can foster competencies such as empathy, self-control, and cooperation, provided that adequate pedagogical mediation is established and families are actively involved in the process. However, risks were also identified when the use of devices becomes excessive or unregulated, potentially affecting children’s social interaction, concentration, and emotional regulation. This research contributes to the line of Childhoods and Diversity within the Master’s program in Childhood Studies, as it proposes feasible, replicable, and context-sensitive pedagogical strategies to guide the use of technology in early childhood education. It also provides practical tools for teachers and families through the logbook of recommendations, aiming to achieve a balance between the benefits of digital tools and the importance of social, communicative, and emotional experiences for children’s integral development. Keywords: technological devices, socio-emotional development, childhood, preschool education, pedagogical strategy, ICT.