Estrategia neurodidáctica para el desarrollo emocional de los estudiantes del cuarto año de Educación General Básica de la Escuela Mariscal Sucre

Blanca Selenita  Villafuerte Martillo; Karina Elizabeth  Jiménez Miranda; Raisa Emilia  Bernal Cerza; Elizabeth Esther  Vergel Parejo

doi:10.51736/sa.v7i3.326

Authors

Blanca Selenita Villafuerte Martillo Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0005-4616-7898
Karina Elizabeth Jiménez Miranda Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0007-1955-9647
Raisa Emilia Bernal Cerza Bolivarian University of Ecuador, 092405 Durán, Ecuador. https://orcid.org/0000-0002-5397-6635
Elizabeth Esther Vergel Parejo Bolivarian University of Ecuador, 092405 Durán, Ecuador https://orcid.org/0009-0007-0178-5099

DOI:

https://doi.org/10.51736/sa.v7i3.326

Keywords:

emotional development, neurodidactic strategy, students, basic education, educational intervention.

Abstract

Emotional development in the educational context is crucial for students' psychological well-being and their ability to learn and succeed academically. This study focused on the emotional challenges of fourth-grade students at the ‘Mariscal Sucre School in Cantón Isidro Ayora, highlighting a significant gap between the emotional skills expected by teachers and the students' actual skills, characterized by a lack of ethical values and anxiety. The objective was to design a neuro didactic strategy to strengthen these emotional skills and address the difficulties observed. A pre-experimental design was used, with measurements before and after the intervention. The sample included 35 students previously identified as having emotional problems. Socio-familial data were collected through surveys and structured interviews. Emotional dimensions assessed included participation in group activities, expression of gratitude, empathy, and conflict resolution. The neuro didactic strategy was designed to improve these areas through collaborative activities and emotional regulation exercises in the classroom. After implementation, the emotional dimensions were re-evaluated and a statistical analysis was conducted to assess the strategy's validity. The results showed significant improvements in participation, communication, teamwork, empathy, and conflict resolution. In conclusion, this holistic approach prioritizes emotional well-being to improve the teaching-learning process and effectively address emotional and cognitive challenges in the classroom.

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