RECREATION AND EMOTIONAL REGULATION IN TEACHING PRACTICE IN CENTRAL ECUADOR

Abstract

The teacher has a decisive role in the holistic development of the child and adolescent. Currently, mental health problems have increased at an early age, so it is essential that the teacher manages varied strategies to support academic and socio-emotional development at the same time. The purpose of this research was to diagnose recreation for emotional regulation in the teaching praxis of a multi-teaching institution in the central highlands of Ecuador. With a quantitative approach, descriptive scope, non-experimental design, field type, basic, cross-sectional. The population consisted of 19 teachers at the level of Basic Education from two educational institutions located in two provinces of the central highlands of Ecuador. Among the most relevant results is that teachers make little use of cultural games and that they stimulate to a lesser degree the understanding and acceptance of their emotions in terms of emotional regulation. This study concludes that teachers show weaknesses in terms of the use of recreational strategies in favor of emotional regulation in their students