Teaching strategy based on children's literature for the development of socio-emotional skills in the third year

Abstract

The general objective of this research was to design a didactic strategy based on children's literature to foster the development of socio-emotional competencies in third-year Basic Education students. To achieve this purpose, theoretical, empirical, and statistical-mathematical methods were employed to provide a foundation for the proposal and assess its relevance within the educational context. Notable among the empirical methods utilized were the observation of Language and Literature classes and a survey administered to the students; these methods made it possible to identify a set of difficulties related to limitations in identifying and expressing emotions, low levels of empathy toward peers and literary characters, difficulties in the peaceful resolution of conflicts, limited oral participation, and low self-confidence—as well as a limited use of children's literature with a socio-emotional focus in teaching practice. In response to these issues, a didactic strategy based on children's literature was developed, structured into stages that included the selection of children's literary texts and the planning of activities aimed at socio-emotional development. The proposal was validated through its partial implementation in educational practice, utilizing children's stories that foster emotional reflection and positive school coexistence. The results demonstrated improvements in student participation, emotional expression, and interpersonal relationships. Furthermore, adjustments made during implementation allowed for the optimization of the didactic sequence and a more pertinent response to the group's specific needs, thereby confirming the viability and relevance of the strategy within the current educational context.