Desarrollo Socioemocional y educación inclusiva en los niños de 4 a 5 años de edad

Abstract

Abstract: The present investigation is focused on analyzing the relationship that exists between socio emotional development and inclusive education, analyzing elements that are associated with personality in children from 4 to 5 years old, taking teachers and students of the initial sublevel II as a reception center. of the EEGB "Chile", taking as a sample of 4 parents, 4 children and 1, applying a methodology with a qualitative and quantitative approach on the management of emotions both in the family and school bonds, the same ones that help to fulfill the objective: promote inclusion in the classroom based on the promotion of respect for human differences and social-emotional development, because this is symbolized by family relationships that surround children and exclusive emotional contexts where each student is immersed, the result of The information concluded the importance of the family bond in the management of emotions associated in turn with values and recommend continuous teacher training on issues of social relevance such as inclusive education.