Revista Iberoamericana de la Educación, Vol - 7 No. 3, July - September 202 3

e-ISSN: 2737-632x

Pgs 16-33

* Master's degree in education.

Corporación universitaria

Iberoamericana. Bachelor's degree

in early childhood education.

Specialist in the application of

ICTs to teaching.

asanc149@ibero.edu.co. Garcia

Angie https://orcid.org/0009-

0005-6455-3856

Received: March, 2022

Approved: May, 2023

DOI:

https://doi.org/10.31876/ri

e.v6i4.237

http://www.revista-

iberoamericana.org/index.

php/es

How to cite:

Sánchez-García, A. (2023)

Empathy, postpandemia and

coexistence in early

childhood children. Revista

Iberoamericana De

educación, 7(3)

Empathy, post-pandemia and coexistence

in early childhood children

Empatía, postpandemia y convivencia en niños de primera infancia

Empatia, pós-pandemia e convivência em crianças da primeira infância

Sánchez-García Angie Carolina*

Abstract

This research work addressed the issue of emotion management in

early childhood children, in the light of empathy, considering the

post-pandemic context and its relationship with coexistence in the

formal public education of the district of Bogota. As main objective,

a pedagogical proposal built for the strengthening of coexistence was

proposed and developed. Methodologically, a qualitative approach

was followed, based on action research where the students'

impressions were systematized and questionnaires, observation and

field diary were applied. For the analysis of the information, the

categories empathy, coexistence, pedagogical practices and post-

pandemic were defined. The results of the application were mostly

positive to the extent that the pedagogical proposal was successfully

developed and allowed the children to generate spaces for dialogue

and self-recognition, in addition to improving classroom dynamics.

As conclusions, it was found that the pandemic affected the cognitive

and socialization processes in children and families; the importance

of addressing the emotional management of children and the need to

generate scenarios that enrich the discussion on the subject is

highlighted.

Key words:

didactic strategies, virtual teaching, Ecuadorian

secondary education.

Resumen

En este trabajo de investigación se abordó el tema del manejo de

emociones en niños de primera infancia, a la luz de la empatía,

considerando el contexto postpandemico y su relación con la

convivencia en el ámbito de la educación formal pública del distrito

de Bogotá. Como objetivo principal se planteó y desarrolló una

propuesta pedagógica construida para el fortalecimiento de la

convivencia. Metodológicamente se siguió un enfoque cualitativo,

Revista Iberoamericana de la Educación, Vol - 7 No. 3, July - September 202 3

Empathy, post-pandemia and coexistence in early childhood children.

basado en la investigación acción donde se sistematizaron las

impresiones de los estudiantes y se aplicaron cuestionarios, la

observación y el diario de campo. Para el análisis de la información

se definieron las categorías empatía, convivencia, practicas

pedagógicas y pospandemia. Los resultados de la aplicación fueron

en su mayoría positivos en la medida que la propuesta pedagógica se

desarrolló de manera exitosa y permitió a los niños generar espacios

de dialogo y auto reconocimiento., además se mejoraron las

dinámicas del aula. Como conclusiones se pudo constatar que la

pandemia dejo afectaciones en los procesos cognitivos y de

socialización en los niños y en las familias; se destaca la importancia

de abordar la gestión emocional de los niños y la necesidad de

generar escenarios que enriquezcan la discusión sobre el tema.

Key words:

estrategias didácticas, enseñanza virtual, educación

media ecuatoriana.

Resumo

Este trabalho de investigação abordou a questão da gestão das

emoções em crianças da primeira infância, à luz da empatia,

considerando o contexto pós-pandémico e a sua relação com a

convivência no âmbito da educação pública formal no distrito de

Bogotá. O objetivo principal foi desenvolver uma proposta

pedagógica para fortalecer a convivência. Metodologicamente,

seguiu-se uma abordagem qualitativa, baseada na investigação-ação,

em que se sistematizaram as impressões dos alunos e se aplicaram

questionários, observação e um diário de campo. Para a análise das

informações, foram definidas as categorias empatia, convivência,

práticas pedagógicas e pós-pandemia. Os resultados da aplicação

foram maioritariamente positivos na medida em que a proposta

pedagógica foi desenvolvida com sucesso e permitiu às crianças

gerar espaços de diálogo e auto-reconhecimento, bem como

melhorar a dinâmica da sala de aula. As conclusões foram que a

pandemia afectou os processos cognitivos e de socialização nas

crianças e nas famílias; destaca-se a importância de abordar a gestão

emocional das crianças e a necessidade de gerar cenários que

enriqueçam a discussão sobre o tema.

Palavras chave: estratégias didácticas, ensino virtual, ensino

secundário equatoriano.

INTRODUCTION

One of the fundamental components of early childhood education has

to do with the generation of experiences and socialization spaces

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Empathy, post-pandemia and coexistence in early childhood children.

through which mental structures are established and molded, at this

age children begin the path to learn to manage their emotions and

school spaces are the favorite ones for this, but we have just faced as

a society the confinement generated by the Covid 19, and that has

made children arrive with other types of needs. It is understood, then

the school as the scenario where "children begin to identify possible

alternative solutions to problems of different order and take the

initiative to solve them according to their accumulated knowledge"

(SED., 2019) then we are faced with children who did not have that

opportunity and who arrive at school after spending almost two years

in confinement, ordered by the Ministry of the Interior (2020) as a

measure to try to stop the spread of the virus.

Alarming are the reports that are known today in Colombia regarding

the impact of the pandemic and confinement in children, for example,

the Colombian Institute of Neurosciences in 2022 mentions that

behaviors related to mental health and behavior reported in the survey

mainly affect children between 4 and 12 years old. This situation is

reflected daily in classrooms and translated into coexistence

problems, when it was necessary to assume again the presentiality

without taking into account in a concrete way the affectations

generated by the pandemic, and there are several entities of world

order that state that the cognitive processes of children were the most

affected.

Under this scenario and taking into account that according to

Restrepo (2022) "social isolation brings as consequences to this

population (children), high levels of emotional and social stress,

psychological problems" (p.4), a group of kindergarten children

composed of 12 girls, 11 children who mostly had not been schooled,

were identified as having great difficulty in listening and very low

levels of tolerance, which triggers conflictive situations of

coexistence. In view of this situation, the following question was

posed as a question guiding the research exercise: How can empathy

be strengthened in kindergarten children? From this, the general

objective was constructed as strengthening school coexistence

through the empowerment of empathy in the children of the

kindergarten grade, by means of a pedagogical proposal. And then

the specific objectives. a) To identify the origin and the dynamics

related to the coexistence problems of the students of the

kindergarten grade. B) To design and implement a pedagogical

proposal that makes it possible to improve the dynamics of

coexistence in the students of the Kindergarten grade. C) To analyze

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Empathy, post-pandemia and coexistence in early childhood children.

the way in which this proposal contributes to the strengthening of

empathy and coexistence in this group of students.

When addressing this issue, it is important to note that in Spain

Albendea C, B. M (2016) made a pedagogical proposal where they

presented some intervention sessions in relation to emotional

intelligence called Emotiva, which was worked with early childhood

education students in order to show the importance of managing these

emotions in one's own life and then be able to work with students.

They work from a program called "educating in positive" with

parents, training of trainers and children, with the purpose of training

them in emotional competences. This is a very significant precedent

when it comes to thinking about the relationship between emotion

and the educational process.

In Chile, psychologist Troncosa (2022) conducted a review of the

way in which social changes have influenced the mental health of

students, their families and teachers, as they are forced to face online

classes. This brought to light a socioemotional crisis that is translated

into aggressiveness, lack of empathy... which also affects brain

functions, after which he proposes some challenges for the

educational system, mainly related to the adequate pedagogical work

of emotional skills. Challenges for which Colombian education is

not yet prepared, but for which exercises such as the one presented

in this document arise, and which seeks to make visible and propose

alternative solutions to this problem.

Based on the above, Sánchez (2021) in the Cuban context brings to

the table the discussion related to the impact of covid 19 in young

people and children, through a study where he concludes that the

most affected population were school children under 10 to 16 years

of age, male, from dysfunctional homes, and from unfavorable

economic conditions. Its results are related to sleep disorders,

behaviors resulting from overexposure to screens and

psychopathological alterations and also recommends seeking

strategies to detect and manage risk situations arising from the

pandemic and confinement. It is then an imperative need to give

relevance to the implications of covid in the child population, to

begin to develop actions to mitigate and protect the emotional health

of children who daily are attending the classrooms of the capital

district.

Because as stated by Rengel & Calle (2020) when they enunciate the

problems and psychological changes that children face today, they

refer to changes in behavior and at the emotional level, changes in

interpersonal relationships, coping with losses, and the consequences

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Empathy, post-pandemia and coexistence in early childhood children.

of this, which according to the author have to do mainly with anxiety,

violence, stress, post-traumatic stress disorder; we are in time to sit

down to listen, observe and analyze, to think and propose actions that

teach children to identify and manage their emotions.

When we think of the Colombian context, the magazine Magisterio

is important because in 2021 it published an edition entitled

"Education in times of pandemic" for which the following authors

were approached in the research exercise. Duran, Vargas & Becerra

(2021) who presents a reflection referred to the big gap in education

in urban and rural areas and that due to the conditions of the pandemic

increased, within their exercise presents data referred to fixed internet

access points in different areas of the country and suggests that the

use of mobile points is relevant and proposes to end with some

challenges in terms of education and in social terms.

Martinez & Rozo (2021) make an analysis in relation to what

happened in pandemic, in the urban area where the confinement

occurred with peculiarities such as the assumption that internet

access would facilitate learning and teaching processes, concluding

that access alone does not guarantee learning; they also state what it

meant for families to open the door of their homes to virtual classes

and the creativity that emerged from the teachers to maintain the

interest of students. While in rural areas, access to ICTs in most cases

was null, there the children were perfecting their families' rural or

productive skills. In this sense, Marín-Posada, et al (2021) present

the results of a research process in which, through a hermeneutic

approach, the affectations of the right to education of early childhood

children in the suburban peasant territory of Medellín during the

pandemic period are analyzed.

Based on the above, Boude & Becerra (2021) make an analysis and

reflection that revolves mainly around the way in which institutions

had to assume the challenge of continuing with the processes during

the pandemic, since they had to continue with the administrative

procedures, training processes and teachers had to adapt their courses

for virtuality. In addition, they present the results of a research carried

out by the Universidad de la Sabana whose objective was to identify

the learning process resulting from the pandemic of teachers at all

levels of education in Ibero-America, in relation to the use and

appropriation of ICTs in the institutions.

Considering this scenario, it is essential to state the contributions that

have been made in this regard from the city of Bogota. For this

purpose, it is necessary to take into account what was proposed by

Álvarez, Unda, García and Orozco (2021) who conducted an

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Empathy, post-pandemia and coexistence in early childhood children.

exploratory study whose main objective was to approach the

practices of schools between March and December 2020, using

instruments such as interviews, focus groups and surveys to members

of the educational community in rural and urban areas of the district.

They make an interesting exercise, and make visible the pedagogical

practices of teachers in relation to their ways of facing the pandemic

scenario and end up presenting the arguments that lead them to

understand the school in a face-to-face manner as essential for

society. Within this context, Jiménez-Jaimes, (2021) through a

pedagogical proposal based on music and the song "La piragua",

exposes how to work on socio-emotionality with students in the midst

of the pandemic, an experience that makes visible the important role

of the teacher in the midst of what it meant to be in confinement.

Within the exercise it was proposed to address emotional

intelligence, empathy and coexistence, for which the conceptual

references adopted are presented below, taking into account that

these concepts are still under discussion, the following are the points

of view from which they are approached. In the first place, when

talking about emotions, Goleman (1995) states that "our emotions,

they say, guide us when it comes to facing difficult moments and

tasks too important to be left to the intellect alone... each emotion

offers a definite disposition to act" (p22) in this sense, it is essential

to develop pedagogical actions so that both students and families

develop empathy, one of the dimensions of emotional intelligence.

Taking this into account, empathy is understood as "the ability to

grasp what another thinks and needs and the sincere connection with

their feelings as if they were one's own ... feeling at the same time the

desire to comfort and help" (Carpena 2016, cited by Galiani, &

Terlato, 2020, p) it is then how through the various processes of

socialization how the scenarios are given for egocentrism to decrease

and develop this ability that is related to trying to care for the other,

which in children requires a long process.

When talking about empathy, it is possible to find two theoretical

strands, according to Lopez, Filippett & Richaud. B. (2014) a group

of researchers came to affirm that the perception of an emotion in

another is activated directly from gestures without cognitive

intervention; the other group gave importance to cognitive aspects

such as projection and imagination, highlighting the differences

between human empathy and similar phenomena observed in other

species. These two aspects can be assumed to be complementary,

since they have been approached from neuroscience, which has made

important contributions to the pedagogical processes we know today,

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Empathy, post-pandemia and coexistence in early childhood children.

since the same authors affirm that the development of empathy

requires interaction with others. One of the reasons why it is very

important to work on empathy with children from an early age is

because "if someone is hurt by the pain of others, they are less likely

to cause that pain. If they do cause it, they are more likely to want to

do something to repair the damage" (Chaux et al, 2008, p129). If

spaces can be created for children to develop this skill, conflicts and

aggression in the classroom can be significantly reduced.

In reference to school coexistence, it is approached from the

approach proposed by Fierro-Evans; Carbajal-Padilla (2019) who

propose coexistence as socio-emotional education, an approach

through which the development of fundamental social skills for

coexistence is proposed, and therefore with the potential to improve

interpersonal relationships at school. It is therefore essential for the

school environment that the educational community in general has

the necessary basis to manage their emotions and relate assertively.

Within the theoretical references, more focused on didactics, we take

into account the Pedagogical and curricular guidelines for education

in the District (2019) where the work with children is based on two

fundamental elements: the pedagogical work axes and the guiding

activities for early childhood, which are central to the development

of the research exercise to the extent that they are closely linked to

generating spaces that enhance the development of emotional skills.

Within this document, pedagogical work axes are proposed,

understood as follows:

Axis 1 Social and personal development in early childhood: designed

to strengthen the security of children and the world around them,

seeking to enhance autonomy, participation and identity.

Axis 2 Expression in early childhood: communication through

languages and movement: linking the construction of knowledge,

their vision of the world and the way to recreate it through words,

movement, and all languages; having the body as a fundamental

mediator. Axis 3 Experimentation and logical thinking in early

childhood: it has to do with the way in which the child understands,

situates and acts on his world, here all the questions that arise and is

oriented to the construction of hypotheses and the search for

explanations are accommodated.

These are elements that are addressed transversally within the

practice and that can be configured as an important tool to begin to

identify and manage emotions in the school setting.

MATERIALS AND METHODS

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Empathy, post-pandemia and coexistence in early childhood children.

The type of study that was applied within the research exercise is

action research, which "implies the dialectical vision between

research and action, so that both processes are integrated and

complemented through cyclical phases that propose to plan, act,

observe and reflect" (Cabrera, 2017, p 143) This allows the teacher

to conduct a dialogue between practice and theory through which it

is possible to change or resignify pedagogical practices. It then

becomes an alternative through which an answer is given to problems

that arise in the daily life of the classroom, for the purposes of this

research it makes it possible to investigate in a practical and concrete

way in relation to the effects of the pandemic on the emotional skills

of early childhood children.

As inclusion criteria for this exercise, it was taken into account that

the population should be from the district public education system,

children of early childhood age who were in their first year of

schooling, that in the year of the pandemic they were between two

and three years old, and that the group had coexistence problems

related to the lack of tolerance and listening.

During the development of the exercise, the following stages were

proposed:

Initial stage: research is conducted in relation to the identified

problem, the viability of the proposed problem, in relation to its

justification, and the collection of inputs that allow a systematic

approach to the issues. A first approach is made to look with research

eyes at the dynamics that take place in the classroom with early

childhood children. In addition, the necessary elements to build the

theoretical framework are investigated.

Intermediate stage: The type of research is identified and the

necessary instruments for the collection of information are built, in

addition to the pedagogical proposal. Progress is made in relation to

the necessary paperwork to apply the proposal with the students. The

implementation of the proposal begins.

Final stage: Culminate the implementation of the proposal, analysis

of the information collected, construction of conclusions and

socialization of the research exercise.

For the development of the exercise, questionnaires, participatory

observation and field diaries were implemented, instruments that can

be used with children aged 4 and 5 years old who are still in the

process of pronouncing words well and understanding what they

want to say. The instruments were validated through a format

designed for this purpose, by a licensed preschool teacher, master in

pedagogy with 37 years of experience, giving a favorable concept for

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Empathy, post-pandemia and coexistence in early childhood children.

their implementation, since they are written in such a way that the

children understand and the pedagogical proposal responds to the

proposed objectives.

Observation is understood as "an intentional and enlightened

perception. Intentional because it is done with a specific object,

illustrated because it is guided in some way by a body of knowledge"

(Bunge cited by Benguría etl, 2010, p. 4) for the purposes of this

exercise, it is observed on some occasions in a participatory manner,

to determine the way in which attitudes are expressed in everyday

life that denote lack of empathy of children when living together in

the school setting.

A questionnaire is assumed as "a set of questions about the facts or

aspects that are of interest in an investigation and that are answered

by the respondents" (Torres, 2021) and is implemented with

preschool children to establish in some way their perceptions of the

proposed dynamics, their emotions and those of their peers.

And the field diary as a basic instrument of research and training,

because it allows us to collect significant data, in addition to

reflecting on them, analyzing and systematizing them" (Jurado, 2011

p175). (Jurado, 2011 p175), an aspect that is fundamental when

analyzing and returning to the dynamics of this group of students.

RESULTS

The results presented here are presented in relation to the research

objectives set out above. In this sense, the following paragraphs

present the results related to the first objective, related to identifying

the origin of coexistence problems.

Based on the field diary, it was determined that the group is

constantly immersed in conflictive situations that end up in physical

aggressions to peers, the trigger in almost all situations has to do with

the need to have something just for himself, the exaggerated

egocentrism of all children led to play situations always ending in

pinches and blows.

Due to the repetitive nature of the situation, during a pedagogical day,

the topic was raised with the parents, where they inquired about what

happened to the families during the pandemic, and they informally

shared the way in which they experienced this scenario. Many of the

children assumed the confinement without the company of other

children, seeing their parents suffer to get food, or with their

grandparents. As part of the first activity related to the pedagogical

proposal, a questionnaire was sent home to inquire about it and a

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Empathy, post-pandemia and coexistence in early childhood children.

questionnaire was applied with the students, the result of which was

the following:

Image 1. Results of the diagnostic questionnaire

Source: Own elaboration.

From the implementation of the diagnostic questionnaire designed

for the students, it can be concluded that most of them at some time

of the day have felt that they do not like to attend school, either

because of the dynamics of the institution or because they want to be

with their family all the time. In relation to the friends they have in

the classroom, it can be affirmed that more than half of the children

say that they have friends in the classroom, however, they verbally

state that they do not have more than two, and affirm that most of the

time they feel good with their classmates.

All the children say that they feel bad when something is taken away

from them, and some verbally state that they would like to have all

the toys to themselves always, while only three children say that they

do not like to play alone. These results lead us to think that the

pandemic made them adapt to playing alone, and increased the

egocentrism typical of this age group. This generates that when

developing class dynamics, problems arise that are translated into

aggressions, sometimes physical, and difficulty to listen and listen to

each other.

In relation to the second objective related to the design and

implementation of a pedagogical proposal to improve coexistence

problems.

Based on the conceptual references and the information gathered in

the initial stage, a pedagogical proposal was created. The work

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Empathy, post-pandemia and coexistence in early childhood children.

sessions have to do with self-recognition and knowledge of the

environment based on feelings and the different ways of managing

them in relation to myself and the people who share the context.

Six pedagogical work sessions are planned, with the purpose of

developing one per week, preferably on the first day of class, in order

to develop an observation during the week related to the purposes of

the session and the research exercise. Due to the dynamics of the

institutions, the sessions should be divided in two, so that they are

approached without abrupt interruptions, and also to capture the

children's attention in a more effective way. Within the final

exercises, the final questionnaire was applied to the students and the

following results were obtained.

Image 2. Results of the final questionnaire

Source: Own elaboration

From the implementation of the sessions with the students and from

the final questionnaire we can say that the receptivity to the

pedagogical proposal was good to the extent that most of the children

say they felt very well or good, also to the extent that more children

say they like working in groups, compared to the initial

questionnaire, regarding rest all children say they feel well or very

well, which compared to the initial questionnaire has been a

significant improvement. Regarding how they feel at school most

children feel good or very good, which is also an improvement, the

three children who still do not feel good is because they have the

particularity that they attend class irregularly. In relation to the

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Empathy, post-pandemia and coexistence in early childhood children.

dialogue with the family, we can say that this is an item that can still

be improved, since not many children talk about the sessions at home.

In perspective, we can affirm that a pedagogical proposal based on

empathy can contribute significantly to the strengthening of

emotional intelligence and coexistence in early childhood children;

however, it is important to keep in mind that this exercise constitutes

the starting point of a long road from which long-term results will

emerge.

In relation to the third objective referred to analyze the way in which

this pedagogical proposal contributes to the improvement of

coexistence, and after having implemented the information collection

instruments, it can be said that the development of the proposal is

configured as the first step on a long road, but that the children

receive it with great interest; the activities, by departing a little from

the traditional elements, awaken a sense of curiosity in them that

leads them to be always attentive and expectant in relation to the

instructions and dynamics proposed. This improves the dynamics

within the space and contributes to the objective of providing tools

for the construction of a harmonious coexistence within the school.

In addition, it has been observed that children show an interest in

knowing the feelings of their classmates, which promotes a friendlier

and more collaborative school environment. However, it is important

to keep in mind that it is important to strengthen, in addition to

empathy, the way in which I express what I feel, since this group of

students does not yet have the necessary tools to identify the type of

emotion that leads them to act in a certain way.

Self-knowledge is fundamental to the extent that it is through their

work, in young children, that the basic notion of empathy is

understood. In this sense, traits of empathy were observed in their

interactions, which significantly improves communication and

therefore conflict resolution, which, although the teacher is still an

indispensable mediator in this process, significant improvements can

be observed in the way they relate to each other.

One of the most important results of this exercise has to do with the

decrease of aggressiveness to get what is wanted, now it is replaced

by a dialogic communication, which is sometimes effective and

sometimes not so effective, but it is an element that sows the seed of

tolerance and empathy in the coexistence relationships of these

children.

It can be affirmed, then, that a pedagogical proposal that addresses

the issue of empathy and emotional development in early childhood

children, also addressing the needs that arose after the confinement

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Empathy, post-pandemia and coexistence in early childhood children.

stage, opens the way to focus on the mental health of our children

and the way in which it is managed to strengthen the scenarios of

harmonious coexistence. In addition, it is necessary to mention that,

for this type of exercises, family support and the dynamics that are

generated there must be hand in hand with the elements that are

worked on in the classroom, otherwise the child does not see the

significance of the proposed activities and their teachings.

When we talk about confinement in a country like Colombia, and in

a city like Bogota, it is immediately related to the way in which the

recent global health crisis was faced, we think about the difficulty to

keep a job, to get money for food and housing, to take the children to

school, but we rarely think about the way in which emotions were

managed and the effects that this will have on our lives in the future,

and even less we think about the impact this will have on the lives of

children who for almost two years were socializing through a screen.

As stated by Rocero, etl (2021) "Children are the hidden victims in

the post pandemic effects, they even drag the effects of their parents

such as: poverty, family violence, conflicts, death of family members

or bereavement". (p 238) which is reaffirmed daily in district

classrooms.

Through this research exercise, a group of children is given a voice,

to the extent that it is identified that they have difficulty to coexist

harmoniously in a school setting, and a series of pedagogical actions

are proposed that seek to strengthen school coexistence through the

enhancement of empathy, giving importance to the approach of

emotions and opening the door to think about the need to promote the

management of emotions in children from an early age. For as stated

by Troncosa (2022) quoting Sandi & Haller (2015) "confinement has

affected brain development. The brain is essentially a social organ,

when it is deprived of the social bond its development is affected

...associated behaviors of lack of self-regulation, aggressiveness...

and irritability are manifested" (p 96) which highlights the imperative

need to know the group of students and from this determine how to

address the problems related to the management of emotions.

In order to deepen the discussion related to coexistence in post-

pandemic times in early childhood children, it is important to put on

the table the affective responsibility that families have in relation to

the dynamics related to the management of emotions, since this is the

first stage of socialization and it is there where the necessary tools

should be provided to interact assertively with others. However, in

the Bogota context, family dynamics rarely give relevance to feelings

and assign that and other infinite responsibilities to the teacher and

Revista Iberoamericana de la Educación, Vol - 7 No. 3, July - September 202 3

Empathy, post-pandemia and coexistence in early childhood children.

the school, it is then where it is reaffirmed that "empathy resides in

the family, and it is they who must enhance it in the most appropriate

way, and encourage it from childhood in their children." (Rivero,

2019, P 12) It is evident that children's behaviors are a reflection of

what they live at home on a daily basis, in that order of ideas, the

work with families should be more emphatic.

The implementation of a pedagogical proposal focused on improving

the dynamics of school coexistence has a potential positive impact

on the socioemotional development of the students; however, it is

necessary to understand that the results of this type of exercises are

neither palpable, nor do they occur in the short term. This was one of

the reasons why in the exercise of constructing the pedagogical

proposal it was decided to develop workshops on a weekly basis,

since it allows reinforcing the content during the week and observing

the receptivity of the children in a period that is not mediated by

immediacy.

It is also important to take into account that the learning processes in

school scenarios of children should be mediated by a teacher who is

critical, reflective and who is clear about his or her training purposes

with the group of students to effectively determine a situation that

deserves the necessary attention to initiate a research exercise. This

taking into account that educating in the context of Bogota is

complex to the extent that there are an infinite number of variables,

and that the exercise of research requires time, which many times is

not available, and an ethical commitment that transcends the walls of

the school.

In closing, it is clear that it is essential to begin to pay the attention

that the management of emotions in children deserves, because,

although the confinement stage is over, it is still a matter of research

to determine what were the effects in terms of the integral

development of children and even adults. In this sense, the discussion

has to do with the way in which the teaching exercise and the

dynamics of the school allow me to consciously and systematically

address the elements related to emotional intelligence in both

teachers and students.

CONCLUSIONS

The research exercise presented here highlights the importance of

working on strengthening empathy and social and emotional skills in

early childhood children as a strategy to improve school coexistence

in the post-pandemic context. From this perspective, it highlights the

Revista Iberoamericana de la Educación, Vol - 7 No. 3, July - September 202 3

Empathy, post-pandemia and coexistence in early childhood children.

need to design innovative and creative pedagogical proposals to

effectively address coexistence problems in the school environment.

The results obtained in this research may serve as a reference for

future research in the field of education and child psychology.

This exercise had limitations in terms of implementation of the

proposal to the extent that the dynamics of the institutions often

slowed down the processes, the times did not coincide with what was

planned and therefore the sessions had to be modified. It is important

to keep in mind that these dynamics related to emotional intelligence

yield long-term results, for this reason the important thing is to sow

seeds and if you really want to track the impact, follow the group of

students in a systematic way.

It is suggested as future lines of work to deepen the relationship

between empathy, school coexistence and the effects of the pandemic

in other stages of education, and not only with students, linking

families in a more committed way in these processes and also

working on this aspect with teachers. Also explore in more depth the

relationship between empathy, coexistence and the use of

information and communication technologies. Currently, the use of

electronic devices is increasingly present in the daily lives of children

and young people, which could be influencing their ability to develop

skills.

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