Influencia de los procesos socioafectivos en el aprendizaje infantil de la lectura y la escritura

Abstract

This research focused on the influence of socioaffective processes on children's learning of reading and writing in a public school in the southeast of Bogotá. A qualitative method with a sociocritical approach was used, employing tools such as direct observation and semi-structured interviews. The study investigates the socioaffective factors in the family and at school that either hinder or enhance the learning of reading and writing. Through the Atlas.ti tool, several analysis categories emerged, allowing us to highlight that children's brains require a conducive, calm environment filled with assertive and affective stimuli that help them build trust, enjoyment, and self-esteem in the construction of the written code. It also allows us to recognize the fundamental role of the family in this process and the importance of their support in achieving academic success. A hostile environment acts as an impediment to learning more effectively. It is necessary for both teachers and students to recognize the importance of emotions as a significant variable in the construction of learning.