Descripción

This article reports on the research ‘Didactic strategies for the socio-affective strengthening of preschool students of the Rodolfo Castro Castro Educational Institution’, whose objective was to promote socio-affective behaviors in preschool students through didactic strategies. Acuña-Collado, Brunner and Elacqua, Cedeño and Ochoa, Godoy and Campoverde, Ocampo, et al., among others, theoretically support it. It was located in the post-positivist paradigm, with the methodology in Pedagogical Action Research that was developed in three phases: deconstruction, construction and reconstruction of the practice with the application of didactic strategies and the validation of the effectiveness of the alternative or reconstructed practice. 29 preschool students were the unit of work. The results indicated that the implementation of the didactic strategies was pertinent and effective because the attitude of the children changed; they were able to express their emotions and feelings; self-esteem was strengthened; personal relationships were reinforced; social values were reinforced, and there was a change of attitude towards the learning process.