Pedagogical strategies implemented by early Childhood Education teachers for emotional education in early Childhood Education classrooms in the city of Talca, Chile

Abstract

Emotional education is gaining ground in early childhood classrooms, but its transmission varies according to the disciplinary and pedagogical knowledge of the educators, who are still incorporating the methodology slowly. The objective is to identify pedagogical strategies used by early childhood educators for emotional education in kindergartens in the city of Talca, Chile. The methodology involves qualitative, descriptive, exploratory, non-experimental, and cross-sectional study with a phenomenological design. Data were collected using online questionnaire via Google Forms with five questions about disciplinary and pedagogical knowledge. The sample included 20 early childhood education teachers in Talca (average age 34 years, average experience 10 years; range: 24-58 years and 0.5-30 years). The results indicate that 75% see emotional education as an educational process; 25% associate it with educating, recognizing, and developing emotions; 60% consider it essential for fostering personal development (40%); 80% use group strategies. It is concluded that early childhood educators view emotional education as a pedagogical process for personal development, prioritizing group strategies.