La dramatización y las habilidades socioemocionales en niños de 5 a 6 años de la Unidad Educativa Atahualpa

Abstract

This research is developed on social-emotional skills and role-playing in children from five to six years old in the Atahualpa Educational Unit. Its qualitative- quantitative approach is based on applying an assertive behavioral test pre and post- intervention with a guide of activities using role-playing as a strategy. The overall objective was to identify the influence of school role-playing in developing socio- emotional skills. These skills are a tool that fosters the child's harmonious development and helps them to face life's challenges assertively. The most significant results from applying the guide showed that 80% developed assertive behaviors and only 20% had aggressive behaviors. In conclusion, all students who participated in this research developed the social skills required for collaborative work when performing in-class role-play activities. Role-playing is an excellent pedagogical tool for developing social-emotional skills in primary school children. Therefore, role-playing significantly influences the development of socioemotional skills such as effective team communication, empathy, mutual acceptance, tolerance, collaboration, fairness, solidarity, respect, self-confidence, and responsibility, among others.