Didáctica de la lectoescritura y el desarrollo emocional

Abstract

The purpose of this research was to examine the Didactics of literacy and its relationship with the emotional development of third-year students in Basic General Education at the “La Inmaculada” Educational Unit, located in the canton of Ambato, province of Tungurahua. A quantitative approach with a correlational design was applied, using the EMLE-TALE 2000 instrument, which has a Cronbach’s alpha coefficient above 0.89, and the BarOn EQ-i:YV, with reliability values ranging from 0.66 to 0.77 for boys and 0.64 to 0.73 for girls. These tools made it possible to assess the students’ reading and emotional skills. The findings revealed a positive correlation between the use of active didactic strategies for literacy and the enhancement of emotional competencies such as self-esteem, empathy, and self-regulation. It was confirmed that a participatory and meaningful approach to literacy instruction contributes to both academic performance and the emotional well-being of students. One of the main conclusions highlights the importance of integrating socio-emotional components into the educational process to promote the child’s holistic development. Consequently, it is recommended to provide continuous teacher training in updated methodologies with an emotional focus, institutionalize periodic evaluations, and design didactic strategies that connect literacy and emotional development from a holistic perspective.