Emotional Education Strategies for Mitigating Disruptive Behaviors in Early ChildhoodEducation II

Abstract

Disruptive behaviors in early childhood education pose a significant challenge to school coexistence and the quality of the teaching-learning process, interfering with students' socio-emotional and cognitive development. These behaviors frequently manifest through aggression, impulsivity, and difficulty in adhering to rules. The objective of this study was to strengthen emotional education as a pedagogical strategy to reduce disruptive behaviors in children attending Initial
Education II at the Totoracocha Early Childhood Education Center (CEI). The research was framed within a qualitative approach under the socio-critical paradigm, employing the Participatory Action Research (PAR) method over a nine-week period. The purposive sample consisted of 23 students aged 3 to 4
years. Through participant observation, field journals, and teacher interviews, the situation was diagnosed, and an intervention based on mindfulness, yoga, dance therapy, and breathing techniques was implemented. The results showed a
transition from reactive behaviors to self-regulated conduct, highlighting the efficacy of conscious breathing and yoga during transition moments. It is concluded that systematic emotional education not only reduces classroom disruption but also equips infants with coping tools, although family commitment is required to ensure the sustainability of these achievements.