Estrategias lúdicas pedagógicas para fomentar el desarrollo socio-afectivo y el fortalecimiento de las habilidades sociales de los niños y las niñas del nivel de transición del instituto pedagógico pequeños gigantes en Barrancabermeja

Abstract

From birth, the human being begins an evolution in the different dimensions of his integral development, corporal, affective, social, spiritual and aesthetic, which are accompanied from home and continued at school. It is vitally important to know that all these dimensions are relevant, becoming a “whole” for the development of children. When talking about the general development of boys and girls, focusing more on the milestones of the motor area and on their future intelligence quotient (IQ). Not enough attention is paid to a key part of their training: socio-affective development. However, emotional stability, and the ability to control and detect emotions is undoubtedly a better predictor of success than other factors such as IQ. (Kinedu Blog, 2015) In the growth process, the boy and the girl have a relationship with other children and adults, in some situations conflicts of interest are created, which generate aggressive behaviors. In the first years of schooling, it is very common for boys and girls to fight, argue, hit or even take their toys off. In the classroom, these behaviors interrupt the teaching-learning processes since the teacher has to stop the class and the activities that are being carried out at the time, trying to seek the well-being and tranquility of the school environment. Among the students of the transition level of the Pequeños Gigantes Pedagogical Institute in Barrancabermeja, the lack of a correct development of social skills causes a problematic situation where there are aggressive behaviors such as arguments, tantrums, tantrums, which hinder the good socio-affective development of the boys and girls. As a result of this, a qualitative research was carried out, in which behaviors inside and outside the classroom were taken into account, there is also information from socializing agents (family and teachers), all the information is It was collected thanks to the direct observation of the teachers in training, and different questionnaires applied. To carry out the project, a methodology was established that would allow an organized process, reflected in the following final report. In the first chapter, the approach, objective, justification and the problem question of the situation to be solved are presented. In the second chapter, the different frameworks that determined the investigation are established; background, theoretical, conceptual, legal, social and institutional. In the third chapter, the methodological design is presented, which includes the type and approach of the research, also the population under study and the techniques used to collect the information, such as participant observation and structured interviews, as well as the application of the information gathering instruments, such as the checklist, the emotions diary and the questionnaire. The fourth chapter presents the results obtained, taking into account the objectives set. In the fifth chapter is the planning and alternative solutions to the research problem, in the sixth chapter the scope and limitations, finally, in the seventh chapter the conclusions and suggestions of the research are presented and as contributions to future studies.