Las competencias emocionales en los docentes de primera infancia y su incidencia en el acompañamiento a los niños en su dimensión socioafectiva

The research on Emotional competencies in early childhood teachers and their incidence in the accompaniment of children in their socio-affective dimension, based on the desk review from a qualitative approach, had the purpose of developing the state of the art about the characteristics of the emotional competences that the early childhood education teacher must have in his pedagogical practice to accompany the children in their socio-affective dimension. It involved the review of 30 research papers from the last decade (2010-2020). Within this there are great theoretical contributions to the concept of emotional competences, which leads to broadening the vision that is had regarding teacher’s performance and its influence within the socio-affective dimension, which is part of the education and training of children. In synthesis, it seeks to contribute to the reflection and awareness of emotional work within the initial educational context, which refers that the teachers in charge of education must acquire the necessary bases to develop emotional competencies from preschool education. In the same way, it is intended to generate a significant contribution that includes aspects related to the emotional coefficient within the teaching role and its influence within the educational and training process of infants.

• Autores: Rendón Bueno, Ana María; Dávila Ramírez, Isabel; Hamidi Pinzón, Milady
• Fecha de publicación: 2021
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/8078
• Acceso en línea: http://hdl.handle.net/10819/8078
• Palabra clave: Competencias; Competencias emocionales; Rol docente; Dimensión socioafectiva; Inteligencia emocional; Personal docente; Competencia (psicología); Emociones
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia