Mediación en la primera infancia: Competencias que tienen las docentes del Hogar Infantil El Principito, para mediar conflictos de los niños y niñas de 4 y 5 años
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Date
2025-04-05
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Trabajo de Investigación e Innovación
Rights
Acceso Abierto - http://purl.org/coar/access_right/c_abf2
Abstract
Este estudio, titulado Mediación en la primera infancia: Competencias que tienen las docentes del Hogar Infantil El Principito, para mediar conflictos de los niños y niñas de 4 y 5 años de edad, describe cuáles son las competencias que poseen las docentes del nivel jardín en la mediación de conflictos en la primera infancia. El propósito de esta investigación fue reconocer las habilidades y estrategias empleadas por las docentes para gestionar situaciones conflictivas entre los niños y niñas, enfocándose en competencias actitudinales, de conocimiento, mediación y estadíos del desarrollo. Se adoptó un enfoque cualitativo con tipo descriptivo, aplicando entrevistas semiestructuradas a 8 docentes, observaciones mediante guía y matriz de documentos institucionales pedagógicos de diarios de campo institucionales. La población estuvo compuesta por 8 docentes del hogar Infantil El Principito, ubicado en el municipio de Sabaneta (Antioquia), con niños y niñas de entre 4 y 5 años. El análisis evidenció que las docentes emplean prácticas como la escucha activa, el uso de recursos visuales, la validación emocional y el establecimiento de acuerdos grupales. Estas estrategias demuestran una comprensión del desarrollo emocional y neuropsicológico infantil, permitiendo intervenciones pedagógicas eficaces. Además, se identificó la importancia de reconocer los ritmos individuales y fomentar el pensamiento prosocial como herramientas clave para mediar los conflictos en el aula. Los resultados resaltan la necesidad de seguir fortaleciendo las competencias docentes desde la formación inicial y en ejercicio, con el fin de mejorar la convivencia escolar y contribuir al desarrollo emocional de los niños y niñas en sus primeros años de vida.
This study, entitled Mediation in the early childohood:Skills of the teacher to conflict resolution in children of 4 and 5 years old of the Home of Principito", describes what are the competencies that kindergarten level teachers have in the mediation of conflicts in early childhood. The purpose of this research was to recognize the skills and strategies used by teachers to manage conflict situations among children, focusing on attitudinal competencies, knowledge, mediation and neuropsychological developmental factors. A qualitative approach with a descriptive design was adopted, applying semi-structured interviews to 8 teachers, observations through a guide and documentary review of institutional field diaries. The population was made up of teachers from the El Principito Children's Home, located in the municipality of Sabaneta (Antioquia), with children between 4 and 5 years old. The analysis showed that teachers use practices such as active listening, the use of visual resources, emotional validation, and the establishment of group agreements. These strategies demonstrate an understanding of children's emotional and neuropsychological development, allowing for effective pedagogical interventions. In addition, the importance of recognizing individual rhythms and promoting prosocial thinking as key tools to mediate conflicts in the classroom was identified. The results highlight the need to continue strengthening teaching competencies from initial and in-service training, in order to improve school coexistence and contribute to the emotional development of children in their first years of life.
This study, entitled Mediation in the early childohood:Skills of the teacher to conflict resolution in children of 4 and 5 years old of the Home of Principito", describes what are the competencies that kindergarten level teachers have in the mediation of conflicts in early childhood. The purpose of this research was to recognize the skills and strategies used by teachers to manage conflict situations among children, focusing on attitudinal competencies, knowledge, mediation and neuropsychological developmental factors. A qualitative approach with a descriptive design was adopted, applying semi-structured interviews to 8 teachers, observations through a guide and documentary review of institutional field diaries. The population was made up of teachers from the El Principito Children's Home, located in the municipality of Sabaneta (Antioquia), with children between 4 and 5 years old. The analysis showed that teachers use practices such as active listening, the use of visual resources, emotional validation, and the establishment of group agreements. These strategies demonstrate an understanding of children's emotional and neuropsychological development, allowing for effective pedagogical interventions. In addition, the importance of recognizing individual rhythms and promoting prosocial thinking as key tools to mediate conflicts in the classroom was identified. The results highlight the need to continue strengthening teaching competencies from initial and in-service training, in order to improve school coexistence and contribute to the emotional development of children in their first years of life.
Description
Reconocer las competencias que tienen las docentes del Hogar Infantil El Principito, para mediar conflictos de los niños y las niñas de 4 y 5 años de edad.
Keywords
Early childhood, conflict resolution, teaching skills, educational mediation, socioemotional development, Primera infancia, resolución de conflictos, competencias docentes, mediación educativa, desarrollo socioemocional