Early education in social and affective development of infants from 3 to 5 years old in the canton of Latacunga Ecuador

Abstract

Social and affective development is a relevant aspect to child’s integral development and a fundamental axis of educational programmes. This study evaluates the professional practice of Early Education workers in socio-affective development of infants from Latacunga Canton, Ecuador. The documentary compilation technique was used with material about public institutions governing the educational and social field. The information was used to develop a questionnaire that was answered by 572 educators from public and private institutions offering Initial I and Initial II courses, taking care of children between 0 and 5 years old. Descriptive and deductive methods with qualitative and quantitative tools were used. Between pedagogical management of Ministry of Economy and Social Inclusion (MoESI) and Ministry of Education (MoE) educators, there were significant differences in the following educational dimensions: communication and language, autonomy, personal values, society, school, skills, strengths, and methods. In favour of MoE. From directors’ and psychologists’ interventions, it was determined that most of active strategies applied were promotion of values and playful strategies. On the other hand, most of passive strategies were festive programmes and social activities, focused on providing experiences and environments to deal with positive emotions. However, the management of negatives emotions was considered on few occasions.