Estrategias metodológicas para la comunicación afectiva y efectiva en preescolar

Abstract

Methodological strategies are the set of essential and unpredictable techniques and procedures in the teaching-learning process. From this perspective, the objective of this research was to establish the importance of the use of methodological strategies for affective and effective communication in preschool. The research was developed with a quasi-experimental methodology, applying a proposal in an experimental group and a control group; in addition, a survey was applied to teachers to know their perspectives on the use of methodological strategies for affective and effective communication. In the results, teachers stated that methodological strategies for affective and effective communication should always be used when working in the classroom with students. When applying the intervention proposal on methodological strategies for affective and effective communication, the children improved significantly in axis 1 (self-esteem), as 92.5% were at the expected level; in axis 2 (emotions), 96.2% were at the expected level; in axis 3 (coexistence), 81.4% children were at the expected level; in axis 4 (rules and agreements), 81.4% were at the expected level; in axis 5 (conflict resolution), 96.2% students were at the expected level, and in axis 6 (about the family), 100% were at the expected level. It is concluded that the use of methodological strategies is important for affective and effective communication in preschool, and being important that teachers use them in the classroom.

Keywords: Methodological strategies, affective communication, effective communication, preschool.