Desarrollo Socioemocional y su incidencia en la Educación Inclusiva en niños de 4 a 5 años

Abstract

Abstract: This degree work consisted in determining behavioral situations in the socioemotional development and the incidence in inclusive education in children from 3 to 5 years old, from the family perspective and in turn in the pedagogy exercised by the teacher, the methods used were analytical, deductive, inductive, synthetic and statistical. The techniques applied were bibliographic compilations and field research. The instrument used was mainly semi structured interviews with parents and teachers, which allowed us to understand their vision on the socioemotional development and inclusive education of children. Some emotional and social behaviors were identified in a group of children between the ages of three and five years old from a fiscal educational unit in the city of Cuenca. The socio-emotional development and inclusive education is of utmost importance, because it allows children to develop different behaviors such as empathy, respect, solidarity, thus managed to grow with appropriate values to be models for society, considering that parents are the main source of support and at the same time their refuge, in different situations that arise.