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

Abstract

Abstract: The objective of this study is to explain the socio-emotional development of children from 4 to 5 years of age in inclusive education, analyzing the development of its different components through direct observation sheets, questionnaires and semi-structured interviews with teachers from the Educational Unit "Isaac Acosta Calderón , we worked with a population that includes the classroom teacher, five boys and girls and 5 parents. Using the mixed approach (qualitative and quantitative), causes and consequences of socio-emotional development are identified. Applying research tools, it can be said that teachers include inclusive education in the classroom, but this begins in the family and social environment and is later reinforced in the educational center. This analysis shows that inclusive education needs to be promoted by different actors and spaces. Concluding that the progress in the understanding and regulation of the expression of emotions is important and how they are handled positively with their environment, in the same way the empathic response capacity is evidenced.