La relación entre la colaboración entre padres y maestros y el desarrollo socioemocional de niños pequeños en rehabilitación de Educación Física: una revisión sistemática
DOI:
https://doi.org/10.47197/retos.v69.116713Palabras clave:
Primera infancia, competencia socioemocional, relación padres-maestros , revisión sistemáticaResumen
Introducción: La primera infancia (0-6 años) es un período fundamental para la adquisición de la competencia socioemocional. Esta revisión sistemática sintetiza los hallazgos de 15 estudios revisados por pares, provenientes de ERIC, PsycINFO, Scopus, Web of Science y Google Académico, para examinar cómo la calidad de las relaciones entre pares y docentes influye en el desarrollo socioemocional de los niños pequeños.
Objetivos: El estudio busca identificar, en diversos contextos culturales y programáticos, evidencia consistente que indica que las relaciones más sólidas y colaborativas entre padres y docentes se asocian con mayores niveles de competencia socioemocional en los niños.
Metodología: Para garantizar la claridad y reproducibilidad de la información, la investigación siguió las directrices PRISMA (Ítems de Informe Preferidos para Revisiones Sistemáticas y Metaanálisis).
Discusión: Las revisiones sistemáticas proporcionan datos útiles, pero también presentan algunas desventajas. Un desafío importante es que la mayoría de los estudios disponibles presentan diferencias en sus métodos y en su utilidad para la pregunta en cuestión. Conclusión: Las relaciones saludables entre padres, madres y maestros son un factor crucial en el desarrollo socioemocional de los niños pequeños. Al integrar la evidencia en los contextos familiar y escolar, este estudio demuestra que fomentar relaciones sólidas y colaborativas entre padres y maestros puede generar beneficios prácticos para los niños, a la vez que marca el rumbo de la investigación para optimizar estos procesos relacionales.
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