Socioemotional Education in the practice of the preschool teacher.

Abstract

This project considers the indicator of achievement of self-esteem and has as object of study the teacher to know his educational practice in relation to socio-emotional education. It was carried out based on observed experiences of activities, behaviors, and relationships between subjects in the school environment. It is a qualitative study and follows the virtual ethnography method, where observations, interviews and online questionnaires were carried out. The subjects were made up of nine female teachers, who had a profile of graduates in preschool education. In the results, an empirical conception of socio-emotional education is observed, and therefore, a poor practice in the indicator of achievement of self-esteem.