Identification and emotional self-regulation, self-care and self-perception in schoolchildren through the story

Abstract

From a sociocultural perspective, the social, family and personal context in which children develop directly affect their educational performance and their way of socializing with their peers. The historical context in which children were involved from the isolation experienced in our country by COVID-19 and their reincorporation into face-to-face education has led to the urgent need for their attention at school. It is in this context that the present work of psychological intervention is situated. To this end, a workshop was held for children in the fifth grade of primary education, whose objective was to identify their emotions and develop a process of emotional regulation-self-regulation, as well as their self-care and self-perception. The zone of proximal development proposed by Lev Vygotsky in his sociocultural theory was retaken, and the use of narrative, through the story to develop various problems and promote the alternatives for meaningful learning. The results observed in the children and confirmed by the group teacher show that there were favorable changes in their socialization, communication and self-regulation of emotions. It was concluded that the significant learning of the children was successfully mediated through the stories, favoring the zone of proximal development guided by themselves in specific topics.