Papel del docente en el desarrollo del autocontrol y regulación del miedo en los niños y niñas de cuarto grado.

Abstract

This research work was based on the importance of having training and development of self-control and fear regulation in the classroom, where teachers have the required education to assume the emotional accompaniment of their students. The general objective was to describe the role of the teacher in the development of self-control and fear regulation in fourth grade children. The specific objectives were to recognize the knowledge that the teacher has regarding the self-control of fear in children, to identify the activities that the teacher applies regarding self-control and fear regulation, and to determine the difficulties that the teacher presents for the development of self-control and fear regulation in children. The research approach was qualitative, with a descriptive method. Observation and interview were used as data collection techniques, and the observation guide and questionnaire were used as instruments. The phases with which the research process was carried out were: formulation, design, execution and closure. The informant was a teacher of fourth grade two (4° - 2). The results showed that teachers did not play an active role in the emotional development of their students, as they lacked strategies for the development of self-control and fear regulation. In conclusion, it is necessary for the teacher to be trained emotionally, so that he/she can develop in the children the regulation and self-control of their emotions, mainly fear.