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

Abstract

Abstract: This research aims to explain the socio-emotional development in inclusive education of children from 4 to 5 years of age to analyze the development of its components through direct observation sheets, questionnaires and a semi-structured interview with the teaching staff of the Fe y Alegría school in the initial sublevel II. Through the inductive-deductive method, the causes and consequences of socio-emotional development were determined. Once the research tool has been applied, it can be stated that the teacher executes inclusive education in the classroom; but this has its beginning in the family and social environment to later strengthen itself in educational centers. This analysis shows that inclusive education must be fostered by different actors and in different spaces. Concluding that the social development in children has a high attachment to their parents; However, there are cases in which children only share with one of their parents, where low self-esteem and weak interpersonal relationships with their peers have been detected.