Estrategia didáctica basada en TIC para el desarrollo de habilidades sociales en estudiantes preescolares.

Abstract

The development of social skills in childhood is crucial for children's psychological well-being and academic performance. Social skills, such as empathy and communication, are learned and refined throughout life, with the preschool stage being critical for their acquisition. However, various factors can hinder this development, affecting children's communication and self-esteem. In this context, the use of Information and Communication Technologies (ICT) emerges as a didactic strategy that could support the development of social skills in preschool children. This study aims to analyze how a didactic strategy based on ICT contributes to the development of social skills in preschool students in Ecuador. The general problem addresses the need to understand this contribution, while the derived problems seek to explore concepts, current educational activities, didactic elements of ICT, and to design and implement specific strategies. The hypothesis suggests that the use of an ICT-based didactic strategy facilitates the development of social skills in these students. The general objectives propose the implementation of such a strategy, while the specific objectives include a documentary review, a diagnosis of current activities, the characterization of didactic factors of ICT, and the systematization of the didactic strategy. The methodology adopts a mixed approach, combining qualitative and quantitative aspects, with a non-experimental design and data collection techniques such as scales, sociodemographic records, observation logs, and academic analyses. The sample consists of 30 students. As a final conclusion, it is established that social skills are fundamental for personal and professional development, and that skills such as communication, empathy, and self-esteem improve when activities that integrate digital resources such as Educaplay are promoted.