Propuesta pedagógica para fortalecer la competencia de Regulación emocional de los estudiantes de grado cuarto del IED República de Colombia

Abstract

Emotions affect the acquisition of knowledge and the relationships that are established between peers and adults. They also play a critical role in personal satisfaction, coping and life challenges, and building social skills. Therefore, the importance of strengthening the socio emotional competencies (SE) of the boys and girls under study, and proposing pedagogical strategies aimed at responding to those detected emotional training needs. This research had the general objective of designing a pedagogical proposal to strengthen the emotional regulation of fourth grade students of a public educational institution. The research approach is mixed, of the research - action type, and included the participation of a convenience sample of 63 students from grades 401, 402 and 403 of the IED República de Colombia. The instruments applied were the Emotional Development Questionnaire for Children CDE-9-13, designed and validated by the Research Group on Psychopedagogical Guidance (GROP) of the University of Barcelona; a focus group where day-to-day situations focused on emotional regulation were discussed, with a non-probabilistic sample for convenience, and the results of the application of the proposal were also evaluated through a checklist. The instruments and the proposal were implemented virtually due to the public health problem (pandemic) that has been occurring in Colombia since 2020. In the findings found in the survey, emotional regulation was evidenced as the competence that 8 requires greater strengthening, since the sample shows low levels of emotional expression, as they state that they do not have enough confidence to describe and express their feelings to close people and not to strangers. The findings suggest the need to intervene in emotional regulation, since it is emotions and feelings that must be frequently controlled. Allowing an adequate emotional expression and understanding emotional states with the ability to manage them appropriately. Likewise, teaching how to express the emotional state in an appropriate way will contribute to the prevention of conflicts in the classroom and therefore to improve school coexistence. Therefore, the design and implementation of the pedagogical proposal focused on emotional regulation is carried out