Emotional learning for coexistence, performance and motivation: A sample study in preschool and elementary education.

Convivencia en el aula

Abstract

The purpose of the study is to implement a pedagogical proposal through games, recreation and play to improve emotional learning in favor of school coexistence in children at the preschool and elementary school level in the Pacarní Educational Institution of the municipality of Tesalia - Huila, with a mixed methodology and a design by phases and descriptive scope, in an intentional sample of 25 boys and girls from preschool and first grade of primary school, a survey, documentary review and semi-structured interview are applied to the sample set, in As long as the implementation and its impact are evaluated through observation, the data will be processed statistically in its quantitative data and by emerging categories from the analysis categories for qualitative data.

The diagnostic results indicated by causalities family non-acceptance, low self-concept and peer rejection, problems (maltreatment of peers, disruptive behaviors, indiscipline, authoritarianism, oppositionism, teasing, profanity and isolation), while strengths he found friendship and dedication. Whereas, the results after the applied strategy are segmented as follows: for Playful Activities (participation, non-participants, responsibility and discouragement), for the learning process, motivation and school performance (anomie, interest, orientation) and for coexistence on persistence of failures (individualism, nicknames, rejection, imposition of opinion, division between boys and girls) and as positive coexistence (they participate, communicate their things, companionship, receptivity).