Modelo GROP para mejorar las habilidades socioemocionales en una investigación acción en educación inicial
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Date
2025-12
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
Esta investigación referida a las habilidades socioemocionales en niños de 4 años se desarrolló en una Institución Educativa de Santiago de Surco con una muestra de 24 niños, tuvo como objetivo mejorar las habilidades socioemocionales en los niños de 4 años. Desde el aspecto metodológico, el enfoque de investigación es cualitativo, de tipo aplicada y diseño investigación - acción. Se utilizó como instrumento para el diagnóstico una guía de observación directa con escala de actitudes, y el tipo de escala es Likert de carácter descriptivo, el cual fue adaptado por juicio de expertos y permitió medir el nivel de desarrollo de las competencias socioemocionales según el Modelo GROP. Al realizar un análisis por competencias del modelo, se observó la predominancia positiva en la competencia interpersonal y de estado de ánimo, mientras que, en las competencias intrapersonal, adaptabilidad y manejo de estrés es donde se encontró un mayor porcentaje de impresión negativa. Finalmente, se puede concluir que la propuesta aplicada resulta eficaz en contextos de educación inicial, si se articula con una planificación centrada en el niño y con mediación docente sensible a intereses y necesidades de los niños, con intención pedagógica clara y sostenible.
This research on social-emotional skills in 4-year-old children was conducted at an educational institution in Santiago de Surco with a sample of 24 children. Its objective was to improve social-emotional skills in 4-year-old children. From a methodological perspective, the research approach is qualitative, applied, and action research-based. A direct observation guide with an attitude scale was used as a diagnostic tool. The scale was a descriptive Likert scale, which was adapted by expert judgement and allowed the level of development of socio-emotional skills to be measured according to the GROP Model. When analysing the model by skills, a positive predominance was observed in interpersonal and mood skills, while intrapersonal skills, adaptability and stress management were where the highest percentage of negative impressions was found. Finally, it can be concluded that the proposed approach is effective in early education contexts if it is articulated with child-centred planning and teacher mediation that is sensitive to children's interests and needs, with a clear and sustainable pedagogical intention.
This research on social-emotional skills in 4-year-old children was conducted at an educational institution in Santiago de Surco with a sample of 24 children. Its objective was to improve social-emotional skills in 4-year-old children. From a methodological perspective, the research approach is qualitative, applied, and action research-based. A direct observation guide with an attitude scale was used as a diagnostic tool. The scale was a descriptive Likert scale, which was adapted by expert judgement and allowed the level of development of socio-emotional skills to be measured according to the GROP Model. When analysing the model by skills, a positive predominance was observed in interpersonal and mood skills, while intrapersonal skills, adaptability and stress management were where the highest percentage of negative impressions was found. Finally, it can be concluded that the proposed approach is effective in early education contexts if it is articulated with child-centred planning and teacher mediation that is sensitive to children's interests and needs, with a clear and sustainable pedagogical intention.
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Keywords
Habilidades socioemocionales, Competencias, Socioemocionales, Niños de 4 años, Modelo GROP, Aprendizaje