Estrategias efectivas para fortalecer la expresión emocional y las relaciones afectivas en la infancia: hacia una educación emocional en el grado transición del Jardín Infantil San Rafael

Abstract

This research project was born from the pedagogical process guided by the curriculum of the Bachelor's Degree in Early Childhood Education at the Francisco José de Caldas District University (UDFJC). This project was carried out within the framework of the specialization track: Subjectivities, Diversity, and Aesthetics. The pedagogical practice that gave rise to the project was carried out with a group of transition-grade children in a formal education setting in Bogotá. More specifically, it took place at the San Rafael Kindergarten, located in the town of Engativá. In the pedagogical practice carried out within the institution, the inquiry processes were accompanied by observation and intervention in the transition-grade classroom and in the spaces available for recreation, meals, and specific religious practices at the institution. Needs and capacities were identified for working on interpersonal relationships, allowing for the development of a proposal that uses literature and play as tools to learn about the emotions that continually occur within children and how they relate to them, as well as about social and emotional development and, especially, about emotional education for children between the ages of 5 and 7. The chapters comprising the research are described below, providing insight into the process: Chapter One: This chapter contextualizes and characterizes the children in the San Rafael Kindergarten transition class, with whom the pedagogical interventions were carried out. It also describes the specific physical space where the kindergarten is located, and the characteristics of the institution and the family environment that were observed throughout the process. Chapter Two: This chapter describes the strengths, capacities, and needs identified in the first stage of research observation, framing them within the project's problematization and the possibility of strengthening them, thus posing the problem question for developing the objectives to be achieved throughout the interventions at the kindergarten. Chapter Three: This chapter contains the current state of the art, where a search for national and international research is conducted and developed to analyze and interpret the current status of the research problem in relation to the current work. Chapter Four: This section presents the categories for the analysis of the thesis and the pedagogical intervention, describing the object of study in question, why they are chosen for the proposal and the authors and references that feed its development. Chapter Five: Theoretical and Conceptual Framework, which contains the main theoretical references that support and substantiate the postulates of the research work, proposing a dialogue between the authors and the researcher. Chapter Six: This chapter contains the methodological design of the research work, presenting the type of research, the phases in which the observations and interventions were carried out, and the analytical tools and instruments used throughout the process. Chapter Seven: This chapter presents the pedagogical proposal that emerges from the previous sections, including observations, analysis, and approaches to be implemented in the classroom with children. Examples are provided with activities carried out and graphic descriptions are provided with photographs. The justification for this proposal and the theoretical references that contribute to its development are also included. Chapter Eight: The final chapter, on analysis and interpretation, contains the analysis conducted at the categorical level, presenting the critical and reflective position of the practicing teacher, describing the development and findings of the pedagogical research process.