Escenarios lúdicos para el crecimiento de habilidades socioemocionales

Abstract

The present proposal of pedagogical intervention strategies from the playful start from the interest to strengthen the social-emotional abilities in the classrooms for the integral development making of the places of learning places and pleasant situations when evidencing socio-emotional competences in the students of the first degree of the Sorrento School IED ; that is, by redirecting, rationalizing emotion, they can offer better responses in different areas of life and in different circumstances enriching relationships with peers and adults. In the daily routine of the classrooms, the teacher's wear is worrisome, trying to resolve constant conflicts due to the absence of emotional tools that make the work stagnant and the time of academic learning is wasted. It is possible under an observation methodology to make different behavioral views that are recorded in field journals that open space for reflection on intrapersonal skills to be strengthened such as empathy, self-regulation (Goleman), cooperation and collaborative work based on the development of playful workshops. Authors such as J. Peaget, with mental development; L. Vygotsky with the social constructivism allow to frame teaching-learning processes (the actors are active so that they are of true learning). And in the national context in the near future see empowered to take on the challenges of the 21st century students making appropriate use of their emotions.