Examinando por Autor "González Palencia, Maribel"
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- ÍtemLos cuentos infantiles como estrategia para fortalecer la regulación emocional en estudiantes de grado Jardín.(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Gaitán Chávez, Angie Tatiana; González Palencia, Maribel; Pineda Panadero, Nubia Andrea; Rodríguez Pérez, María VictoriaThe various daily problems of cohabitation, some related to the lack of emotional regulation in initial education, demonstrate the need for timely, relevant and appropriate accompaniment that makes it possible to optimize peer interactions. Thus, the need arises to design a proposal that allows strengthening emotional regulation in children who present behaviors that affect coexistence mediated by children’s stories grade Garden of the school Christopher Columbus I.E.D, the research is developed in the Master in Education program of the Fundación Universitaria los Libertadores, both institutions located in the city of Bogotá, ColombiaThe type of research is of qualitative approach, framed in the action research design, using a sample of homogeneous non-probabilistic type, with the application of tools for the collection of information through semi-structured interviews for parents and students, along with, participant-type observation of children in hours of free play and pedagogical activity by female researchers. Within the collected findings it was recognized, that the emotions that prevail in the interaction of children, are joy, amazement, fear, sadness and anger, where the latter three require intervention and accompaniment on the part of teachers for their regulation, as well as the situations that generate impulsivity such as, not having what they want, being the first in everything and feeling alone, These behaviors are largely a reflection of their homes. In line with the above, we delve into the conceptual theoretical references that in this work circulate around initial education, emotions, school coexistence and the reading of children’s stories. Therefore, a proposal was structured through a didactic sequence, in which children’s stories were collected that offer the possibility of the recognition of emotions and the tools for their regulation. It is clear to continue studies from this theme that will improve school environments and strengthen the comprehensive training of children. Based on the conclusions, it is important to highlight that emotional regulation is a necessity within the training process, is directly related to the interactions that children establish with others and on these depends a healthy coexistence favoring the dynamics in the school environment