Práticas pedagógicas para o desenvolvimento de competências socioemocionais na educação infantil

Abstract

This study looks at how pedagogical practices aimed at developing socio-emotional competencies in early childhood education take place, in order to understand how teachers in the city of Arara-PB implement these practices. The general objective was to identify how kindergarten teachers in the municipality of Arara have promoted the development of children's socio-emotional skills. To support the general objective, we chose the following specific objectives: to learn about the concept of socio-emotional competences in early childhood education in the light of the BNCC; to check which methodologies are used to develop these socio-emotional competences; to investigate how children participate in the activities designed to develop these competences and, finally, to point out the main advances and difficulties in working with socio-emotional competences. Methodologically, this is a basic study with a qualitative approach and exploratory objectives. The subjects of this research were four nursery school teachers. In terms of procedures, a bibliographical and documentary survey was carried out, followed by interviews with a semi-structured script of 12 questions. The analysis of the results revealed the varied approaches applied by the educators, the obstacles faced in implementing the teaching of these skills and the children's progress in understanding their emotions, as well as the importance of family support and teacher training. In this sense, we can see that from the beginning of basic education, socio-emotional development is a crucial element for the integral formation of individuals. It is therefore vital that courses aimed at educators address these skills both in the school environment and in t