CULTIVATING WELL-BEING: SOCIO-EMOTIONAL STRATEGIES FOR TRANSFORMATIVE PEDAGOGY IN EARLY CHILDHOOD

Abstract

The COVID-19 pandemic generated an unprecedented crisis in the education sector, seriously affecting the socio-emotional well-being of students, especially in contexts of high vulnerability. The objective of this study was to develop, implement, and evaluate a program of virtual strategies for socio-emotional well-being aimed at children from low strata in Cúcuta, Colombia, during 2021. From a qualitative methodology of descriptive scope, we worked with a sample of 136 fifth-grade students, applying surveys to students, parents and teachers, as well as field diaries for the follow-up of the intervention. Initial diagnostic findings revealed significant deficits in emotional regulation competencies and social skills. After the implementation of the strategies, based on the Bisquerra competency model, the results showed a notable increase in student motivation and participation, an improvement in family dynamics and a strengthening of the link between home and school. It is concluded that socio-emotional interventions, designed in an intentional and participatory way, are an essential and effective component of education in crisis contexts, demonstrating the need for their institutionalization to guarantee comprehensive and equitable training.