La teleeducación y el desarrollo socioafectivo en niños de educación inicial II

Abstract

This degree work takes into account important aspects related to the social and affective development that has been produced through the interrelationships of the actors of education, teachers, family and children during the period in which education through virtual media was implemented in Ecuador, during the health emergency due to COVID-19. The objective of the research was to analyze the socio-affective development of children in Early Childhood Education II in the context of tele-education. The methodology used was mixed, through the triangulation of information from the relationship between specialized psycho-pedagogical knowledge, the reflective experience of the process from the teacher's perspective and the perception of parents of children in Early Education in an educational institution in Quito. The different techniques used to collect data in the research were: the interview and the survey. The findings confirm that the socio-affective development of children was impaired in peer relationships during telepresence, as well as in the achievement of autonomy, self-perception and management of emotions in the family environment. Thus, it is concluded that in tele-education there was a strong protagonist of the family in the children's learning, with a sector of parents who understand the educational process as a fulfillment of tasks. This perception determined a directive and restrictive role in the parents, as well as a passive and dependent role in the children, who show a limited development of emotional and affective intelligence.