Socioemotional strategies: self-knowledge and self-regulation the implementation in the educational community.

Abstract

In the educational field, various factors are present that influence the learning process of students, one of them was the impact generated by the Covid-19 pandemic, where it became evident that it is necessary to develop socio-emotional education. In this way, extensive documentation was carried out from the different areas of knowledge from pedagogical and psychological theories, until reaching the implementation in basic education, in Latin American countries, to continue at the national level in Mexico, and at the state level in Hidalgo. Therefore, this research is based on a mixed approach and a type of descriptive study, in which it is intended to describe the phenomenon of the functionality of the School Program for Continuous Improvement (PEMC) by implementing strategies to promote the dimensions of self-knowledge and self-regulation of socio-emotional education, by applying at the same time a research matrix, which as an instrument allowed visualizing, ordering, structuring and evaluating by linking transversally with the themes of each School Technical Council (CTE), likewise an investigation was carried out field, where the data obtained was recovered directly by the researcher, through the application of surveys with open and closed questions, to quantify the results, the information was recorded on the Google Forms platform to appreciate the results through circular graphs , and for the qualitative results, the answers to the open questions of the surveys were used, where the perspective of the educational community is observed in opinions about the impact of socio-emotional education, in the different areas of daily life. Based on the previous considerations, a positive impact was demonstrated on the educational community of a Private School at the preschool and primary level in the State of Hidalgo, Mexico.