Percepciones docentes sobre el desarrollo de habilidades sociales en niños y niñas de básica elemental

Abstract

Currently, the development of social skills is of great importance not only in the educational field but also in the personal development of children, because it is the basis for interacting and developing with oneself and others. Within the educational field, it is the responsibility of teachers to promote children's social skills. However, during work practices, it has been observed that some teachers fail to correctly consolidate the formation of social skills in their students. Likewise, it has been found that many teachers routinely continue practicing a teaching model focused on the formal text, limiting the development of social skills to a transmission of content. Therefore, this work focuses on knowing the perceptions of elementary school teachers about the development of students' social skills in relation to the Basic Education curriculum. Thus, an investigation with a qualitative approach was designed in which six elementary school teachers from the city of Cuenca were interviewed. The results revealed that, although certain social skills were identified (basic, advanced, affective, alternatives to aggression), there is a discrepancy regarding the inclusion of these skills in the educational curriculum. Finally, it is evident that, although teachers recognize the importance of social skills, teachers do not spend enough time working on them in their classrooms, naming barriers such as resources and their training as a reason not to do so.