Identificación de las habilidades de adaptabilidad socioemocional en niños de segundo y tercer año de educación general básica, desde la perspectiva de padres y maestros.

Abstract

Abstract:The main objective of this thesis work (TFT) is to identify the level of socio-emotional adaptability in children in the second and third year EGB of an educational unit in Loja, taking the perception of parents and teachers. The sample selected was 25 children and for the evaluation the instrument used was the Scale of Adaptability and Socio-emotional Resources (EARS) in its versions for parents, teachers and children, evaluating the level of functionality of social-emotional skills. The methodology used is descriptive, transversal and correlational with a quantitative approach. The results indicate that second-year students are in high performance of social-emotional skills (100.0%) while third-year students (88.9%) have high functionality and (11.1%) They are at risk. In conclusion, parents and teachers perceive children with high functionality but the perception of parents and teachers have no relationship.