La inclusión educativa en el desarrollo socioemocional en niños de 4 a 5 años de educación inicial.

Abstract

The present study titled Educational Inclusion in the Socioemotional Development of Children Aged 4 to 5 in Early Childhood Education is based on the hypothesis that the practice of educational inclusion progressively supports the socioemotional development of children. This issue was identified during pre-professional internships carried out at an early childhood education center in the city of Machala, El Oro Province, where it was observed that some children were not actively included in school activities. Furthermore, it was found that teachers face limitations in the use of inclusive methodologies and resources, as well as insufficient training in the field of educational inclusion.In response to this situation, the main objective of the study was to analyze the influence of educational inclusion on the socioemotional development of children in Early Childhood Education Level II. The research adopted a quantitative approach with a descriptive design, using instruments such as a checklist applied to 30 children, a closed-ended questionnaire addressed to 6 teachers, and an observation guide also applied to teachers and children, with the purpose of collecting evidence about the current situation at the educational center.The results confirmed the need to implement inclusive strategies that enhance socioemotional development and promote the active participation of all children. As a proposal for improvement, the study suggests the creation of a didactic guide with inclusive activities to support teachers’ work and encourage equitable education that respects diversity. This guide aims to strengthen the integration of children within the classroom and contribute to a fairer education, based on principles of equity and ongoing teacher support.