Mindfulness in the Emotional Autonomy of Early Childhood. Approaches in Colombia and Ecuador

Mindfulness en la Autonomía Emocional de la Primera Infancia. Aproximaciones en Colombia y Ecuador

Resumen

Introduction: It is imperative to address and intervene from an early age to mitigate the exacerbation of emotions, thereby averting potential social, familial, and academic complications. Materials and methods: This qualitative research aims to implement mindfulness as a pedagogical strategy to educate emotional autonomy in early childhood, through the socio-critical paradigm, based on the research “Action in the Classroom.” The present study was conducted with a purposive sample of 24 students from the Educational Institution of Cotopaxi (Ecuador) and 60 students from two educational institutions in Popayán, Colombia.