Mindfulness para favorecer el desarrollo de las competencias socio emocionales en niños de educación inicial.

Abstract

Socio-emotional competencies fulfill an adaptive function that manifests itself both physically and psychologically and constitutes an essential dimension for the internal and external balance of the human being, for which it is important to promote their development from childhood. The objective of this research is to strengthen the development of socio-emotional skills in basic education students of the Dr. Camilo Gallegos Domínguez school, through an educational intervention program based on mindfulness techniques. Research shows that the practice of mindfulness in school classrooms helps to promote the integral development of children at a socio-emotional, cognitive and academic level. An investigation based on the critical paradigm is carried out, which proposes a transformation in the development of socio-emotional capacities, so in this way, learning will be continuous, significant, satisfactory and, above all, receptive in a relaxing environment for all students. students, it allows active methods for the development of mindfulness workshops for conflict resolution. Methods such as analytical-synthetic, inductive - deductive are used for the analysis of documents and the survey and test application for data collection. Finally, the validation of the educational intervention program based on mindfulness was carried out using expert criteria.