Development of socioemotional skills in Ecuadorian early childhood education: a neuroeducation-based approach
DOI:
https://doi.org/10.64747/xmeafg82Keywords:
neuroeducation, socioemotional skills, early education, child development, emotional selfAbstract
This study analyzes the impact of an educational intervention based on neuroeducation on the development of socioemotional skills in preschool children in Cuenca, Ecuador. Through a mixed-methods design using quasi-experimental and qualitative techniques, the effectiveness of strategies focused on emotional self-regulation, emotional awareness, and social interaction was evaluated. The sample included children aged 4 to 5, divided into experimental and control groups. Over six months, neuroeducational routines were integrated into the regular curriculum. Quantitative results revealed significant improvement in emotional self-regulation within the experimental group. Qualitative analysis indicated positive perceptions among teaching staff, who observed greater emotional readiness in students and more empathetic and participatory classroom environments. The research validates the potential of neuroeducation as an effective pedagogical tool and supports its inclusion in early education as a foundation for holistic child development. The study is set in an underrepresented Andean region, contributing relevant evidence for intercultural educational policy. Sampling and intervention duration were noted limitations, suggesting the need for longitudinal and broader studies. Integrating local knowledge and applied neuroscience is proposed as an innovative pathway to enhance emotional education in Latin American contexts.
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Copyright (c) 2025 Santiago Lizandro Vera Chávez, Gabriela de Lourdes Cando Cañizares, Marcia Giovanna Bedoya Navas, Sthefania Margarita Uquillas Vega (Autor/a)
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