Playful strategies for emotional self-regulation in children aged 5 to 6 year.
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The research study focuses on the categories of playful strategies and emotional self-regulation. As part of the learning process, play is considered a pedagogical resource for the development of social-emotional skills, based on children's everyday experiences for managing, identifying, and expressing emotions, promoting harmonious coexistence, empathy, and self-control with their peers, contributing to the development of social-emotional well-being whose purpose was to determine the influence of playful strategies for emotional self-regulation in children aged 5 to 6 years. The methodological process was developed using a qualitative approach, constructivist paradigm, and descriptive scope. The research design was phenomenological, and information collection techniques and instruments were used, such as semi-structured interviews with the teacher and observation sheets applied to the students. The population consisted of 14 students and one teacher from the school. The data was analyzed using the ATLAS. Ti 25 program, which allowed for a rigorous and detailed study of the instruments used in this research. Based on the findings, it was concluded that playful strategies contribute significantly to the development of children's emotional self-regulation, allowing them to recognize and express their emotions and resolve conflicts, and control their impulses through play, in line with the theoretical contributions of Vygotsky and Goleman.
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