INFLUENCIA DEL ROL DOCENTE EN EL MANEJO DE LAS EMOCIONES DE NIÑOS DE 4 A 5 AÑOS EN EL AULA.

Abstract

This research examines the management of emotions in early childhood classrooms, focusing on the perceptions and practices of teachers and administrative staff at an educational institution in Guayaquil, Ecuador. The study involved 5 early childhood classrooms and employed interviews with the coordinator and psychologist, surveys of teachers, and classroom observations as data collection methods. The findings reveal that while the institution values emotional management as part of the holistic development of students, there are limitations in specific training and consistent implementation of emotional strategies. In three of the observed classrooms, effective emotional management was evident, whereas in one classroom, limited use of emotional strategies led to more disruptive behaviors among students. Teachers reported feeling partially prepared to manage emotions, highlighting the need for more practical and ongoing training. The conclusions emphasize the importance of strengthening the emotional training of teaching staff to improve the emotional climate in the classroom, with implications for future educational policies and training programs. Such interventions could not only enhance student well-being but also contribute to a more effective learning environment.