Pedagogical Strategies for Emotional Self-regulation in 4-year-old Children at the Ecuadorian House of Culture Center

Abstract

This study addresses the need to strengthen emotional self-regulation in 4-yearold children enrolled in class F2 at the C.E.I. Casa de la Cultura Ecuatoriana through the design of a pedagogical proposal titled “Playing with My Emotions.” The research employed a mixed-methods approach, integrating qualitative and quantitative techniques. Data collection involved surveys, interviews, classroom observations, and assessments conducted with a sample comprising 7 teachers, 22 parents, and 22 children; subsequently, a SWOT analysis was performed to identify the strengths, opportunities, weaknesses, and threats within the educational context. The results revealed that the children struggled to identify, express, and regulate complex emotions, and also highlighted limitations in the emotional support strategies implemented by teachers and families. Based on these findings, a pedagogical proposal was designed around three key axes—recognizing emotions, expressing feelings, and learning to regain calm—utilizing symbolic play, teacher mediation, and artistic expression. Theoretical frameworks by Vygotsky, Bowlby, Gross, and Mamani support the view that emotional self-regulation develops progressively through social interaction, emotional bonds, and meaningful learning experiences. The study concludes that emotional education is an essential component for fostering well-being, positive social interaction, and holistic development during early childhood; thus, the proposal offers a relevant, context-specific alternative for strengthening these competencies at the early childhood education level.