Aprendizaje Cooperativo: Una didáctica flexible para el desarrollo de las habilidades socioemocionales

Abstract

The development of socioemotional skills and assertive communication of students is related to aspects of the context, such as the socio-family, cultural and educational context. This research seeks to determine the levels of socioemotional skills of second grade students of the IED República Federal de Alemanía, seeking to propose flexible didactics based on cooperative learning to strengthen them. A qualitative approach study is used in the methodological framework, considering Action Research relevant; 24 second grade students were sampled. The instruments applied were direct participatory observation, the quantitative socio family survey, applied to parents and/or guardians, the results showed that the socio-family composition is a determining factor in the development of skills and management of emotions, for the qualitative analysis some items were adapted from the survey of socio-emotional skills developed by Bar-On, the findings refer to difficulties from the interpersonal and intrapersonal scale, stress management, adaptability and mood in general. The conclusions established that the socio-family context is key to the development of social skills, which for this research has been the lack of parental support, single-parent homes, modeling of observed behaviors, according to Garrido (2015), to Bandura, which leads to manifestations of intolerance and unassertive behaviors in the classroom, which leads to design a strategy that strengthens socioemotional skills, applying flexible didactics based on cooperative learning exposed by Freinet (1988).