Descripción

Objective: To analyze the didactic strategies used by student teachers of the Bachelor of Early Childhood Education in the pedagogical practice of life skills. Materials and Methods: This article is the result of a documentary review of the practice planning and reflection formats; it is a retrospective qualitative study, from a hermeneutic perspective, using the method of description, reflexivity, and interpretation -DRI-. Results: Empathy and self-awareness are the skills most worked on in practice; the least used are problem and conflict resolution, and critical thinking; different didactic strategies are coherent with the guiding activities. Although planning is a strength of the practice, the reflective process shows weaknesses. Conclusions: The teaching of life skills allows for play, art, literature, and exploration of the environment; by making use of different resources and physical spaces, children respond with pleasure and manage to adapt to the environment to live in society. However, it is necessary to improve the reflection processes of the practitioners.