Los lenguajes artísticos en las habilidades socioemocionales del II ciclo del nivel inicial
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Date
2025-12
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Journal ISSN
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación analiza la contribución de los lenguajes artísticos, en particular la música y la dramatización, al desarrollo de las habilidades socioemocionales en los niños del II ciclo del nivel inicial. El estudio parte del reconocimiento de que, en el contexto posterior a la pandemia, se han evidenciado mayores dificultades emocionales y sociales en la infancia, lo que demanda la implementación de estrategias pedagógicas pertinentes. Desde un enfoque cualitativo y a través de la revisión de antecedentes y fundamentos teóricos, se evidencia que los lenguajes artísticos favorecen el fortalecimiento de la empatía, el autocontrol y la autoestima. Asimismo, se describen las características, beneficios y aplicaciones educativas del arte, estableciendo su relación con el desarrollo socioemocional. Se concluye que la música y la dramatización constituyen herramientas pedagógicas esenciales para promover el bienestar emocional, la convivencia y la construcción de la identidad en la primera infancia, resaltando la necesidad de su incorporación intencional y sistemática en la práctica docente.
The present study analyzes the contribution of artistic languages, particularly music and dramatization, to the development of socioemotional skills in children of the second cycle of early childhood education. The study is based on the recognition that, in the post pandemic context, greater emotional and social difficulties have been observed in early childhood, which calls for the implementation of appropriate pedagogical strategies. Using a qualitative approach and through the review of previous studies and theoretical foundations, it is evidenced that artistic languages contribute to strengthening empathy, self-control, and self-esteem. Likewise, the characteristics, benefits, and educational applications of art are described, establishing their relationship with socio-emotional development. It is concluded that music and dramatization constitute essential pedagogical tools for promoting emotional wellbeing, social interaction, and identity construction in early childhood, highlighting the need for their intentional and systematic incorporation into teaching practice.
The present study analyzes the contribution of artistic languages, particularly music and dramatization, to the development of socioemotional skills in children of the second cycle of early childhood education. The study is based on the recognition that, in the post pandemic context, greater emotional and social difficulties have been observed in early childhood, which calls for the implementation of appropriate pedagogical strategies. Using a qualitative approach and through the review of previous studies and theoretical foundations, it is evidenced that artistic languages contribute to strengthening empathy, self-control, and self-esteem. Likewise, the characteristics, benefits, and educational applications of art are described, establishing their relationship with socio-emotional development. It is concluded that music and dramatization constitute essential pedagogical tools for promoting emotional wellbeing, social interaction, and identity construction in early childhood, highlighting the need for their intentional and systematic incorporation into teaching practice.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Habilidades socioemocionales, Lenguajes artísticos, Música, Dramatización, Primera infancia