Desarrollo Socioemocional, y Educación Inclusiva en los niños de 4 a 5 años de edad

Abstract

Abstract: The present research work entitled: Socio-emotional Development and Inclusive Education in children from 4 to 5 years of age, had as objectives to analyze the social development of these children through a direct observation sheet, to identify their emotional development from the family environment through a questionnaire and carry out an inquiry on inclusive education as a model of education for all, through a semi-structured interview. The sample corresponds to 4 children, 4 parents and the grade teacher and the analytical-synthetic, comparative and statistical methods were used; the techniques were observation and statistics. The results show that most parents adequately manage emotions, set limits for their children and use permanent dialogue. Regarding the students, the results indicate that they easily recognize themselves, are quite sociable and share their toys, take turns. Most express their sadness and joy and make gestures that denote their emotional state. The teacher's understanding of educational inclusion suggests a great advance in the establishment of a school model based on solidarity, despite this there are difficulties to overcome.