The consolidation of socio-emotional learning in primary education

Abstract

The present work has the purpose of showing the importance of socio-emotional learning within basic education, specifically in primary; through action research that consists of making systematic observations to improve the teaching and learning of students.The selected variables are reflected in a series of questions in a survey designed with the Google forms application, with a sample of 399 upper primary education students; attending to each of the dimensions and skills that correspond to socio-emotional learning.The pedagogical approach embodied in the Key Learning Program (SEP, 2017) lies in the interaction levels of the person: in learning to be, learning to do (individually); learning to live together (socially) and learning to learn (transcendental). Each of these planes develops the dimensions that socio-emotional learning addresses: self-knowledge, self-regulation, empathy, collaboration and autonomy. Its aim is to develop essential competencies to face challenges aimed at the integral development of the personality.Among the results, breathing prevails as a fundamental technique to learn to control and dominate emotions; The starting point to develop each of the socio-emotional skills is self-knowledge, with special emphasis on attention and with the purpose of forming balanced people; able to regulate and understand their emotions. The power of leadership, personal well-being and the constant development of empathy and assertive communication in learning are also highlighted.