Ambientes de aprendizaje y el desarrollo emocional de los niños del subnivel II de educación inicial.

Abstract

The present investigation is based on a problem observed during pre-professional practices where the lack of organization of learning environments was evidenced, which aims to determine the relationship that exists between the learning environments in the emotional development of children of the sublevel II of Initial Education of the Augusta Mora de Franco School and in the Rotary Club Machala Moderno Educational Unit of the city of Machala in the period 2021-2022. In this sense, this study is of a quantitative nature and correlational-relational level, with a non-experimental design, for which techniques such as interview and observation were used, in which instruments such as the questionnaire with closed questions were applied to two teachers of sublevel II initial education and a non-participatory observation guide to the two teachers and 38 children, given that it could not be applied in its entirety to the sample due to the health emergency of the COVID 19 pandemic. According to the results obtained, it was found that the absence of learning environments within the educational space affects the emotional part among other areas of knowledge, which is why, as a possible resolution to the problem, a training workshop aimed at early childhood education teachers was proposed, the aforementioned establishments with the purpose of improving the work of teachers, allowing them to strengthen their level of knowledge to generate significant learning-enhancing experiences. Reaching the conclusion that the organization and implementation of learning environments are of great importance, since they favor emotional development with the activation of children's neural networks during the school period and comply with education standards.