La adaptación escolar en el desarrollo socioafectivo de los niños y niñas de 4 a 5 años de edad.

Abstract

This degree work has been carried out in order to determine the relationship between school adaptation and the socio-affective development of children from the Bolivia Benítez Basic General Education School at the Initial II sub-level. This research is focused on an observation methodology, the same one that is aimed at the compilation of information for the study of the problem phenomenon. The progress of this research, part of an initial diagnosis, which will analyze the object of study and the problem detected, through the structuring and application of the instruments, to comply with the objectives proposed in the research. Likewise, with a bibliographic review it was possible to characterize the variables and collect all the information obtained, for this reason our approach to the proposal to improve the school adaptation process of the children was carried out. This project is oriented towards the research axis by the Technical University of Machala, with a methodology oriented to a correlational descriptive level for the investigation and solution of the problem, in the same way, to achieve the achievements proposed in the objectives set out in the research, Well, in this way the reality that surrounds our phenomenon of study is contemplated. Once the methodology was completed, the necessary data was collected through the application of an observation guide, in order to detect if this school adaptation process is adequate, on the other hand, an interview was conducted with 2 teachers from the Sub-level of Initial II, with the sole purpose of determining the degree of knowledge that preschool educators have about the importance of school adaptation and socio-affective development in children. With the application of the previously exposed instruments, it was obtained as a result that the teachers have difficulty in carrying out this school adaptation process, this being the central problem of our research, which established proposals to improve this process and provide a quality, safe, enjoyable and reliable education for infants with school adaptation problems, since the educators lack knowledge due to the fact that during their professional training they did not obtain the necessary content.