La educación emocional en el fortalecimiento de las habilidades socioemocionales en los estudiantes de séptimo grado de educación general básica de la escuela de educación básica Montevideo.
The research project was developed at the Montevideo Basic Education School in Quevedo, Ecuador, with seventh-grade students during the 2025-2026 school year, as part of the Bachelor's degree in Psychopedagogy. It aimed to analyze the influence of emotional education on the development of child...
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| Формат: | bachelorThesis |
| Язык: | spa |
| Опубликовано: |
2025
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| Предметы: | |
| Online-ссылка: | https://repositorio.uteq.edu.ec/handle/43000/9099 |
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Добавить метку | Итог: | The research project was developed at the Montevideo Basic Education School in Quevedo, Ecuador, with seventh-grade students during the 2025-2026 school year, as part of the Bachelor's degree in Psychopedagogy. It aimed to analyze the influence of emotional education on the development of children's social skills, based on a properly executed theoretical, scientific, and practical approach. The specific objectives were aimed at identifying the contributions of emotional education, establishing the conditions under which this stage of basic education develops, and designing strategic psychopedagogical support actions to strengthen social skills. The applied methodology had a mixed approach, predominantly descriptive. Surveys were directed at students, teachers, and experts, complemented by a teaching observation rubric to triangulate the results. The statistical analysis allowed for the interpretation of frequencies and trends in the participants' perceptions. The results show that emotional education is a determining factor for coexistence, emotional self-regulation, and conflict resolution in the classroom. It was found that students with higher levels of emotional awareness and regulation demonstrate a greater capacity to develop empathy, collaborative work, and assertive communication. Teachers identify the need to strengthen socio-emotional training as part of the school curriculum. It is a theoretical contribution validating emotional education as a foundation for holistic development. Practically, it proposes psychopedagogical strategies applicable in school contexts, aiming to optimize educational quality and the human formation of students. |
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