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

Abstract

Abstract: This research is framed within the field of socio-emotional education and how this affects inclusive education in children from 4 to 5 years old, from a point of view family as affective entities that create safe environments and at the same time pedagogical by teachers as guides of the teaching-learning process. Methods used were analytical, deductive, inductive, synthetic and statistical methods. I also know They applied several techniques such as bibliographic compilation, field research, direct observation and dialogue. The semi-structured interview applied to 5 parents and to the initial teachers of the U.E.P Andrés Bello , it was one of the instruments that helped us understand their perspective on socioemotional development and inclusive education of children. Both socio-emotional development and education inclusive are relevant in the comprehensive education of children, since through the daily live at school as at home, they get to experience, learn and generate certain important behaviors such as tolerance, empathy, respect, companionship, etc.; reflection significant advance in their emotional competencies.