Examinando por Autor "LUPINTA CRUZ, Carmen Nery"

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    ESTRATEGIAS PEDAGÓGICAS EN LA CONVIVENCIA ESCOLAR DEL NIVEL INICIAL DESDE EL ASPECTO SOCIOEMOCIONAL, CONDUCTUAL Y COGNITIVO
    (2026-09-09) CALLE CARPIO, Asunción Katherine; LUPINTA CRUZ, Carmen Nery; PINTO ROJAS, Gisel Betania
    Early childhood education is crucial for child development, addressing cognitive, socio-emotional, and behavioral aspects to lay the foundations for future interpersonal relationships. However, schools face challenges such as the lack of teaching strategies that promote a favorable climate. The purpose of this research was to analyze the existing literature on the influence of teaching strategies on school coexistence at the early childhood level. A documental qualitative review was conducted following the PRISMA 2020 guideline (Page et al., 2021), based on the PICO research question framework of the University of Maryland's international standard. The instrument used was the documentary file; likewise, the methodology consisted of the selection and analysis of literature in the Redalyc, Dialnet, and Google Scholar repositories, obtaining a population of 1,184 scientific publications in the Zotero reference manager, from which duplicates were excluded, leaving 801 articles; screening using inclusion and exclusion criteria yielded 168; reviewing titles and abstracts yielded 54, and after an in-depth review, 18 articles were selected the sample. The quality of the articles was verified using the Joanna Briggs Institute (JBI) checklists. It was concluded that school coexistence is crucial in childhood, and it is important to address the aspects and factors that influence it, as well as to highlight the intervention of educational agents. Keywords: School coexistence, pedagogical strategies, socio-emotional, behavioral, cognitive, early childhood