El desarrollo socioemocional y educación inclusiva en los niños de 4 a 5 años de edad

Abstract

Abstract: The investigative work was developed based on the importance of exploring the socio-emotional development of children from 4 to 5 years of age and its relationship with inclusive education today, through an analysis of research studies and empirical evidence, where the role of educators and parents in the promotion of socio-emotional development within the family, social and school context is shown, this in order to identify the main problems and in turn provide strategies to develop an inclusive education that addresses efficient socio emotional development. The research is of a qualitative-quantitative type, the population and the sample of the Emanuel Private Educational Unit were selected, in the initial sublevel 2 with children from 3 to 5 years old, the parents, and the rector. The research determined that the socio-emotional development of children begins to recognize, label and regulate their own emotions, therefore, the general well-being of a child is crucial, so education must guarantee responding to current inclusive processes.