Desarrollando empatía desde los primeros años: un enfoque pedagógico en ambientes de aprendizaje para niños y niñas

Abstract

This research work, developed in the framework of the Pedagogical Research and Practice Seminar III of the Subjetivities, Diversity and Aesthetics Line, Francisco José de Caldas, proposes a critical look The study is framed in the experience with the children of garden 2 at the IED Tabora College, where an emotional research proposal was designed that, from emotionally secure environments and significant experiences, The guidance question is raised and both the justification and the objectives of the study are presented in the interest of understanding how learning environments can promote the development of empathy in children. This section contexts the educational scenario and allows to recognise the real needs of children from an attentive and sensitive look at their experiences.The second chapter develops the theoretical framework and collects the mapping. A number of theoretical perspectives are presented, as well as vacancies and opportunities for further deepening, justifying the relevance of this research in the field of children's education. It details the design of the pedagogical proposal implemented during practice, as well as the ethical and rigorous criteria that guided the field work. The significant moments, the observed interactions and emotional transformations that emerged throughout the process, highlighting the role of the game, the children's literature, the dialogue and the accompanying teaching process. The empirical evidence collected during the pedagogical intervention is analysed and progress is identified in the socio-emotional skills of children and is deepened in the impact of emotional and flexible environments as facilitators. It reflects the importance of ensuring environments that emotionally empower children, recognizing that learning is a process that is deeply linked to affective relationships and collective design of the sense. These materials are not only enriching and supporting the research process, they enable the visibility of the children's voice as active and sensitive players within the classroom.