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

Abstract

Abstract: This research consists of determining situations of behavior or development socio-emotional and inclusive education in children from 4 to 5 years old, at an early age, the accompaniment of the mediator teacher will accompany with pedagogical strategies to Constructive, meaningful and sustainable teaching processes are fundamental and the emotional involvement of parents, to create supportive environments integral. The methods used were analytical, deductive, inductive, synthetic and statistical; With applied techniques, information and experiences were obtained, as well as observation direct and dialogue. The instruments used were semi-structured interviews made to children, parents and teachers, allowing us to understand socio-emotional development in children and inclusive education. Socio-emotional development and inclusive education are considered fundamental pillars in the emotional stability of children and teachers, by internalizing and becoming a habit values ​​such as respect, understanding, solidarity and empathy, will grow as people with humanism, to enjoy a just life, doing good, thus they will advance along a path correct training and service to society, with the ability to adapt to different activities and contexts.