Analysis of emotional self-regulation in toddlers and preschoolers (interactive group II) in the GAM-Guanacaste transition program during the "Aprendo en casa" strategy due to COVID-19

Analysis of emotional self-regulation in toddlers and preschoolers (interactive group II) in the GAM-Guanacaste transition program during the "Aprendo en casa" strategy due to COVID-19

Authors

DOI:

https://doi.org/10.22458/ie.v25i38.4506

Keywords:

basic emotions, COVID-19, self-regulation, family, learning, early childhood, childhood

Abstract

During 2020, as a result of the global COVID-19 outbreak, sanitary measures were taken in Costa Rica to prevent the spread, including lockdown. Therefore, the Ministry of Public Education established the "Aprendo en casa" strategy so that the learning process suffered less affectation. The research was carried out with the toddlers and preschoolers of the Maternal and Preschool programs (interactive II) and Transition cycles GAM-Guanacaste, as well as the teachers and legal caregivers of this population. The family environment of each student, their learning environments, and emotional self-regulation practices were analyzed during the COVID-19 outbreak new reality. Because the research is within the positivist paradigm and the quantitative approach, the information collected was analyzed through statistical data. It determined that the analysis of patterns in the behavior of the early childhood student, as well as establishing some causes or crises, such as changes in eating habits, sleep routines, irritability, and anxiety, among others. It allowed us to visualize the effects of the lockdown at a pedagogical-emotional level in early childhood learners due to the pandemic. The possibilities of socializing, recreation spaces, and outdoor activities were reduced, and they stopped sharing with other family members and/or participating in celebrations.

Author Biographies

Delia María Solís Solís, Universidad Estatal a Distancia

Delia María Solís Solís. Doctora en Educación de la Universidad La Salle, Maestría en Psicopedagogía de la Universidad La Salle. Egresada de la maestría en Sexualidad Humana México. Licenciada en Educación Prescolar. Diplomado de especialización en Neuroeducación, CEREBRUM. Diplomado de especialización en Neurociencia y Primera Infancia, CEREBRUM. Diplomado de especialización en Neurociencia y Creatividad, CEREBRUM. Diplomado de actualización en Evaluación por Competencia, CIESI. Quince años de experiencia como docente en educación preescolar, quince años en el ICOSEX, como sexóloga educadora, ocho años como docente universitaria y tres años como coordinadora de la Cátedra de Preescolar en la UNED. Profesora investigadora del CINED. Coautora de libros en educación sexual y educación. Coautora de diferentes artículos científicos.  Idioma: inglés.  

Maricruz Céspedes Alvarado, Universidad Estatal a Distancia

Preschool teacher at the Ministry of Public Education and at the UNED. Doctor in Education and Master in Psychopedagogy.

Gabriela Ramírez Acuña, Universidad Estatal a Distancia

Bachelor's Degree in Preschool Education from the University of Costa Rica. Bachelor's Degree in Preschool Education from Universidad Estatal a Distancia. Master's Degree in Psychopedagogy from Universidad Estatal a Distancia. Diploma in Neurosciences with specialization in Early Childhood from the Catholic University. Teaching experience in preschool and university education. Currently, Curricular Advisor of the Curricular Support and Learning Assessment Program (PACE) of the UNED.

Ingrid Marín Valverde, Universidad Estatal a Distancia

Bachelor's Degree in Preschool Education, Diploma of Specialization in Neuroscience and Early Childhood, currently finishing a Master's Degree in Psychopedagogy. Fourteen years of experience as a preschool teacher in the MEP, two years as a tutor in the Training and Professional Development Program, three years as a tutor in the School of Education Sciences of the UNED preschool chair.

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Published

2023-01-24

How to Cite

Solís Solís, D. M., Céspedes Alvarado, M., Ramírez Acuña, G., & Marín Valverde, I. (2023). Analysis of emotional self-regulation in toddlers and preschoolers (interactive group II) in the GAM-Guanacaste transition program during the "Aprendo en casa" strategy due to COVID-19. Innovaciones Educativas, 25(38), 36–57. https://doi.org/10.22458/ie.v25i38.4506
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