Estrategias afectivas para la inclusión en los niños de Educación Inicial II

The study focused on evaluating the affective strategies implemented in Early Childhood Education II of the Abdón Calderón Muñoz Educational Unit, with the objective of strengthening the inclusion of children and improving the teaching-learning process. The research arose in response to the need to address the emotional complexities that influence the educational experience of children from an early age. The methodology adopted was mixed, combining qualitative and quantitative approaches to capture the diversity of perceptions and experiences. Surveys, interviews, direct observations, and documentary analysis were used to collect data on the effectiveness of affective strategies in children's inclusion. Preliminary results suggested that affective strategies played a significant role in improving the educational environment and children's participation. Increased collaboration among students was observed, as well as an increased sense of belonging and positive emotional expression. The findings highlighted the importance of designing personalized affective strategies that were effectively integrated into the school curriculum. In addition, they emphasized the need for more training for teachers in the use of these strategies and the importance of the active participation of parents in the educational process.

• Autore principale: Avegno Posligua, Rosemary Jennifer (author)
• Altri autori: Fuentes Soriano, Iveth Madelein (author)
• Natura: bachelorThesis
• Pubblicazione: 2024
• Soggetti: Educación Inicial II; Enseñanza-aprendizaje; Estrategias afectivas; Inclusión
• Accesso online: http://dspace.utb.edu.ec/handle/49000/16314