Promoción del desarrollo emocional mediante estrategias psicoeducativas en una institución educativa de Guayquil

Abstract

This systematization of experiences aims to promote emotional development in 3 to4 year old children in the second year of early childhood education through the application of psychoeducational worshops at a private educational institution in the city of Guayaquil, from May tu August 2025. The experience arose from the identification of difficulties in emotional management and self-regulation of behavior among children in the school context. The methodological approach used was qualitative and descriptive, which allowed for an understanding of the behaviors exhibited by the children in the classroom. Data collection techniques and instruments included direct observation, observation chechlists, psychoeducational worshops, play based activities, attendance records, and the application of mindfulness techniques. The psychoeducational strategies implemented were aimend at strengthening socio-emocional skills such as emotion recognition, self-esteem, and emotional self-regulation. These strategies were base don the theoritical contributions of Jean Piaget, Albert Bandura, and Aaron T. Beck’s cognitive model, adaptep to the early childhood education context. This was achieved throigh game, stories, and workshops, fostering a safer and more inclusive school environment. Progressive improvements were observed in the children’s ability to identify their emotions, express feelings, improve their interactions with peers, and respond with greater tolerance to frustrating situations. The role of the Student Couseling Department was also highlighted as a bridge for providing emotional support to students, and the importance of emotional well-being was reaffirmed.