“Influencia del ambiente emocional del aula en el proceso de aprendizaje de niños de preescolar de un centro de desarrollo infantil, periodo 2024 – 2025.”

Abstract

The main objective of this research was to analyze how the classroom emotional environment influences the learning process of preschool children in a child development center during the 2024–2025 period. The study was based on a hypothesis and carried out through a mixed-methods approach, combining both quantitative and qualitative techniques. The instruments applied included parent surveys, teacher interviews, and structured classroom observations, which allowed for triangulation of the information and a comprehensive understanding of the phenomenon under study. The population consisted of preschool children, their parents, and the teaching staff. The findings confirmed the hypothesis, showing that the emotional environment is a decisive factor in children’s overall development. Most parents and teachers agreed that children feel safe, calm, and motivated in the classroom, which fosters their willingness to learn. Moreover, the teacher’s role through the use of nurturing strategies, effective communication, and adaptation of activities proved essential in creating a positive atmosphere. It was observed that children who perceive support and care tend to participate more, show greater confidence, and develop stronger bonds with their teachers, which enhances both their emotional and cognitive growth. In conclusion, the study confirms that the classroom emotional environment not only affects academic performance but also serves as a key foundation for learning in early childhood education. It is recommended to strengthen collaboration between teachers and families through training and emotional support programs, as well as to design individualized strategies for children who show signs of isolation or difficulty expressing emotions.