TRAINING PRACTICES IN THE SOCIO-EMOTIONAL DEVELOPMENT OF BOYS AND GIRLS IN INITIAL EDUCATION IN THE CITY OF CÚCUTA: A PERSPECTIVE FROM THE VALUATION

Abstract

Assessment as a process is a fact that has motivated the constant and continuous review of a series of aspects that allow us to identify the emotional, social and cognitive development that children have from their first years of life. In this sense, this research wanted to understand the way in which assessment in training practices affects the socio-emotional development of children in initial education in the city of Cúcuta. Such reality is considered a situation that deserves to be reviewed since the emotional development of future generations depends on it. In view of the above, the research was framed within a qualitative approach. For this reason, the research took transition grade preschool teachers as informants; therefore, the interview technique was used to carry out the field phase of the research. In this way, a series of theoretical arguments were derived that will give rise to socio-emotional training from the contributions of the processes of assessment of children's abilities. Emphasizing the meanings that educational actors have about personal development as an issue that must be addressed from an early age so that they explain how reality is carried out in everyday spaces.