La educación virtual y el desarrollo socioafectivo en niños de 3 a 5 años de educación inicial

Abstract

The present investigation entitled "Virtual education and socio-affective development in children from 4 to 5 years old"; aimed to analyze the theory of socio-affective development of children of sublevel 2 through methodological strategies in the initial education school "October 15" in Santa Rosa. The topic justification was based on the technique of bibliographic review of both national and international antecedents. Also consulted Scientific and educational contributions concerning the dependent variable virtual education and the independent variable socio-affective development. This research has a descriptive-correlational design. A quantitative approach, immersed in the hypothetical-deductive method. In another phase of the investigation, implemented data collection through the application of two techniques: the interview with teachers and the observation of children, based on some instruments such as structured interview and the non-participant observation guide. Its investigated population is composed of 62 people, with an intentional sample of 32 individuals between teachers and children. The analysis of the data showed that teachers have not skills to work online. On the other hand, the non-participant observation guide indicated that children fail to develop socio-affective skills through online classes. Therefore, it prepared a manual of strategies on the socio- affective area, which details the steps to follow for its implementation. In summary, it is important to highlight that in the online modality, attention should also be paid to the development of the socio-affective area in children, since it enables the development of affective ties with their peers, helping them to function better both in their personal and professional social lives.