Desarrollo socioemocional y la educación inclusiva en niños de 4 a 5 años de edad.

Abstract

Abstract: The objective was to explain the socioemotional development in the inclusive education of children from 4 to 5 years of age, the applied approach was mixed, whose methods are analytical, synthetic and statistical, the context was in the city of Piñas, in the province of El Oro, in the Melva Ochoa de Proaño Early Education Center, the total population was 11 people: composed of a teacher, five parents and five children, it was not necessary to perform any sampling. The data collection techniques used were bibliographic reading, concept maps, summaries and surveys. It was evidenced that this center applies an inclusive education that is equitable and egalitarian. It is concluded that socioemotional development in children allows the management of emotions and is reinforced by their parents; games are positive determinants that reinforce expressiveness, autonomy, interaction and values. The interest shown by parents and teachers in the application of inclusive education was validated, demonstrating that learning needs are taken into account and promoting equity.