La regulación emocional en niños de 5 años en la Institución Educativa “San Francisco de Asís” de Huanta, 2025
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2026-05-11
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En el presente trabajo de investigación titulado: "La Regulación Emocional en niños de 5 años en la Institución Educativa Inicial 'San Francisco de Asís' de Huanta, 2025", tuvo como objetivo conocer cómo se desarrolla la regulación emocional en los niños de 5 años. Se ejecutó una investigación educativa básica, de nivel descriptivo con diseño de investigación descriptivo simple con una población de 83 estudiantes y una muestra de 27 niños y niñas seleccionados mediante la técnica de muestreo no probabilístico por conveniencia. Para la recolección de datos se empleó la técnica de observación en donde se utilizó como instrumento la ficha de observación validada por juicio de expertos y en el análisis de los datos se utilizó la estadística descriptiva. Los resultados muestran que el 74,1% de los niños regula sus emociones “A veces” y el 25,9% lo hace “Siempre”, evidenciando un desarrollo aún incipiente y poco constante. En las dimensiones se observó: autocontrol emocional 92,6% “A veces” y 7,4% “Nunca” expresión emocional 55,6% “A veces”, 40,7% “Siempre” y 3,7% “Nunca” y empatía y relaciones sociales 51,9% “Siempre” y 48,1% “A veces”. En conclusión, la mayoría de los niños y niñas de 5 años regula sus emociones solo a veces, lo que evidencia que la regulación emocional aún se encuentra en un proceso de desarrollo y no es constante. Esto indica que los niños necesitan mayor acompañamiento y orientación por parte de los docentes y la familia. La aplicación de estrategias lúdicas y actividades socioemocionales puede contribuir a fortalecer el autocontrol, la expresión emocional y la empatía en la convivencia diaria.
In the present research work entitled: "Emotional Regulation in 5-year-old children at the Initial Educational Institution 'San Francisco de Asís' in Huanta, 2025", the objective was to know how emotional regulation develops in 5-year-old children. A basic educational research was carried out, at a descriptive level with a simple descriptive design with a census population of 83 students and a sample of 27 boys and girls selected through the non-probability sampling technique for convenience. For data collection, the observation technique was used where the observation form validated by expert judgment was used as an instrument and descriptive statistics were used in the data analysis. The results show that 74.1% of children regulate their emotions "Sometimes" and 25.9% do so "Always", evidencing a still incipient and inconsistent development. In the dimensions it was observed: emotional self-control 92.6% "Sometimes" and 7.4% "Never" emotional expression 55.6% “Sometimes”, 40.7% “Always” and 3.7% “Never” and empathy and social relationships 51.9% “Always” and 48.1% “Sometimes. In conclusion, most five-year-old children only regulate their emotions sometimes, demonstrating that emotional regulation is still developing and is not constant. This indicates that children need more support and guidance from teachers and family. The use of play-based strategies and socio-emotional activities can help strengthen self-control, emotional expression, and empathy in daily life.
Kay kunan yachay maskay llamkaypi: "Sunquypa kamachiynin Pichqa watayuq wawakuna yachay wasipi 'San Francisco de Asís' Huanta llaqtapi, iskay waranqa iskay chunka pichqayuq watapi", kay llamkayqa maskarqa riksiyta imaynam llapa pichqa watayuq warmakunapa sunqunkuta kamachiyninqa, kay yachaymanta llamkaymi allin yachayniyuq. Rurakurqam kay maskay yachay yachachiy básica, de nivel descriptivo con diseño descriptivo simple nisqanchik, karqa pichqa watyuq yachapakuqkuna pusaq chunka kimsayuq chaymanta akllarqani iskay chunka qanchischiyuq warmakunata kay técnica de muestreo no probabilístico por convivencia nisqawan yanapakuspa. Willaykuna huñuyqa rurasqa karqa qawariy, ñawinchay ñiqinwan, chaypaqmi allin kamachisqa qawariy rapi instrumento nisqawan llamkachispa, chaymanta willaykuna ñawpaq yupay yachaywan riqsichisqa karqa. Qawarisqa rikuchinku warmakunaqa 74,1% nin sunqunkuta kamachinku ‘Wakin kuti’, hinaspa 25,9% nin ‘Sapa kuti’ ruwan, chayta rikuchispa sunquy yachayninqa manaraq allin wiñarisqa, hinaspa mana sapa kuti kaqta. Chay rakiykunapi rikurirqan: sunquypa kikin kamachiynin 92,6% ‘Wakin kutin’ hinaspa 7,4% ‘Manan haykaqpas’ sunquypa rikuchiynin 55,6% ‘Wakin kutin’, 40,7% ‘Sapa kuti’ hinaspa 3,7% ‘Manan haykaqpas chaymanta llakiyta hampiq yachay hinaspa runakunaq tinkuynin 51,9% ‘Sapa kuti’ hinaspa 48,1% ‘Wakin kutin’. Tukuchanapaq, yaqa llapan pichqa watayuq wawakunaqa wakin kutillapim imayna sientikusqankuta kamachinku, chaymi qawachin sintimintunkupi kamachikuyqa wiñachkallanraq.
In the present research work entitled: "Emotional Regulation in 5-year-old children at the Initial Educational Institution 'San Francisco de Asís' in Huanta, 2025", the objective was to know how emotional regulation develops in 5-year-old children. A basic educational research was carried out, at a descriptive level with a simple descriptive design with a census population of 83 students and a sample of 27 boys and girls selected through the non-probability sampling technique for convenience. For data collection, the observation technique was used where the observation form validated by expert judgment was used as an instrument and descriptive statistics were used in the data analysis. The results show that 74.1% of children regulate their emotions "Sometimes" and 25.9% do so "Always", evidencing a still incipient and inconsistent development. In the dimensions it was observed: emotional self-control 92.6% "Sometimes" and 7.4% "Never" emotional expression 55.6% “Sometimes”, 40.7% “Always” and 3.7% “Never” and empathy and social relationships 51.9% “Always” and 48.1% “Sometimes. In conclusion, most five-year-old children only regulate their emotions sometimes, demonstrating that emotional regulation is still developing and is not constant. This indicates that children need more support and guidance from teachers and family. The use of play-based strategies and socio-emotional activities can help strengthen self-control, emotional expression, and empathy in daily life.
Kay kunan yachay maskay llamkaypi: "Sunquypa kamachiynin Pichqa watayuq wawakuna yachay wasipi 'San Francisco de Asís' Huanta llaqtapi, iskay waranqa iskay chunka pichqayuq watapi", kay llamkayqa maskarqa riksiyta imaynam llapa pichqa watayuq warmakunapa sunqunkuta kamachiyninqa, kay yachaymanta llamkaymi allin yachayniyuq. Rurakurqam kay maskay yachay yachachiy básica, de nivel descriptivo con diseño descriptivo simple nisqanchik, karqa pichqa watyuq yachapakuqkuna pusaq chunka kimsayuq chaymanta akllarqani iskay chunka qanchischiyuq warmakunata kay técnica de muestreo no probabilístico por convivencia nisqawan yanapakuspa. Willaykuna huñuyqa rurasqa karqa qawariy, ñawinchay ñiqinwan, chaypaqmi allin kamachisqa qawariy rapi instrumento nisqawan llamkachispa, chaymanta willaykuna ñawpaq yupay yachaywan riqsichisqa karqa. Qawarisqa rikuchinku warmakunaqa 74,1% nin sunqunkuta kamachinku ‘Wakin kuti’, hinaspa 25,9% nin ‘Sapa kuti’ ruwan, chayta rikuchispa sunquy yachayninqa manaraq allin wiñarisqa, hinaspa mana sapa kuti kaqta. Chay rakiykunapi rikurirqan: sunquypa kikin kamachiynin 92,6% ‘Wakin kutin’ hinaspa 7,4% ‘Manan haykaqpas’ sunquypa rikuchiynin 55,6% ‘Wakin kutin’, 40,7% ‘Sapa kuti’ hinaspa 3,7% ‘Manan haykaqpas chaymanta llakiyta hampiq yachay hinaspa runakunaq tinkuynin 51,9% ‘Sapa kuti’ hinaspa 48,1% ‘Wakin kutin’. Tukuchanapaq, yaqa llapan pichqa watayuq wawakunaqa wakin kutillapim imayna sientikusqankuta kamachinku, chaymi qawachin sintimintunkupi kamachikuyqa wiñachkallanraq.
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Regulación emocional, Autocontrol, Empatía, Expresión, Emocional, Interacción social, Emotional Regulation, Self-control, Empathy, Emotional expression, Sunquypa kamachiynin, Kikin kamachiy, Llakiyta hampiq yachay, Sunquypa rikuchiy, Runakunawan rimay