DIDACTIC STRATEGIES FOR THE DEVELOPMENT OF SOCIOEMOTIONAL SKILLS IN CHILDREN AGED 4 TO 5 YEARS

Abstract

The purpose of the current research was to determine the didactic strategies for the development of socioemotional skills in children aged 4 to 5 years, which are fundamental in early education. At this stage, children begin to build their identity, understand their emotions, and interact with peers. The study demonstrates that applying creative and active methodologies fosters empathy, emotional self-regulation, and other essential aspects for comprehensive learning. This research was conducted using a mixed approach, combining qualitative and quantitative methods along with deductive reasoning, which allowed for broad and reliable data collection. The population of study was composed of teachers from the cantons of San Vicente and Sucre. As research techniques, surveys and interviews were applied to 22 teachers from different educational centers. Statistical analyses were processed with SPSS25 software, and the Cronbach's Alpha test yielded a result of 0.972, ensuring the consistency of the instruments used and demonstrating a high level of reliability. The findings confirmed that didactic strategies aimed at socioemotional development strengthen children's social, emotional, and cognitive skills. These strategies not only contribute to academic learning but also serve as essential resources for socioemotional formation. They help children gain greater confidence and prepare them to face challenges in both their school and personal lives.