Guía didáctica que apoye el desarrollo de las habilidades socioemocionales en el nivel preprimario

Abstract

El presente Trabajo de Graduación propone una guía didáctica para apoyar el desarrollo de las habilidades socioemocionales en el nivel preprimario en un centro educativo privado de la Ciudad de Guatemala. El objetivo principal es proporcionar a los docentes herramientas prácticas y estrategias basadas en evidencia que favorezcan el aprendizaje socioemocional de niños de 4 a 6 años. La guía didáctica propuesta se basa en las cinco competencias del Modelo CASEL: autoconciencia, autogestión, conciencia social, habilidades de relación y toma de decisiones responsables, y ofrece estrategias prácticas adaptables al contexto específico del centro educativo privado guatemalteco.

This project proposes a didactic guide designed to support the development of socioemotional skills in preschool students at a private school in Guatemala City. The main goal is to provide teachers with practical tools and evidence-based strategies to support socioemotional learning for children aged 4 to 6. For the development of the guide, the study identifies a critical need within the school: the lack of specific instructional materials and sufficient professional development to effectively integrate socio-emotional development into the curriculum. Using a qualitative approach, interviews were conducted with preschool teachers to understand their experiences and challenges. The findings reveal that while teachers recognize the importance of socio-emotional skills, they face significant obstacles such as the lack of didactic materials and the need for ongoing professional development. The proposed guide is structured around the five core competencies of the CASEL framework: selfawareness, self-management, social awareness, relationship skills, and responsible decision making, and provides practical strategies adapted to the specific context of the private school in Guatemala. The guide aims to be a tool that contributes to educational practice, fostering safer and more enriching environments that support the holistic development of young children. Likewise, it highlights the need for continuous professional development for teachers and the involvement of families in the educational process.