Apego seguro y desarrollo socioemocional en niños de educación inicial
Secure attachment and socioemotional development in early childhood education studentsBarra lateral del artículo
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Contexto: el apego seguro constituye un vínculo afectivo fundamental entre el niño y sus figuras de cuidado, el cual incide de forma significativa en la formación de competencias socioemocionales durante la primera infancia. Objetivo: determinar la relación entre el apego seguro y el desarrollo socioemocional en niños de educación inicial de una institución educativa de Lima. Metodología: se adoptó un enfoque cuantitativo con alcance descriptivo transversal y diseño no experimental. La muestra estuvo conformada por 80 niños de 4 y 5 años. Se aplicó una escala de observación con 20 ítems distribuidos en cuatro dimensiones: autoestima, empatía, regulación emocional y autonomía. Resultados: el 30% de los participantes se ubicó en el nivel alto de apego seguro, el 23% en el muy alto y el 22% permaneció en el bajo. La autoestima registró el mayor porcentaje en nivel alto (31%) y la regulación emocional mostró la mayor dispersión (28% alto, 25% bajo). La correlación de Spearman entre apego seguro y desarrollo socioemocional fue rho = .71 (p < .01). Conclusión: el apego seguro guarda una relación positiva y significativa con el desarrollo socioemocional en niños de educación inicial, lo que respalda la necesidad de fortalecer los vínculos afectivos en el contexto escolar.
Context: secure attachment constitutes a fundamental affective between the child and their caregivers, which significantly influences the development of socioemotional competencies during early childhood. Objective: to determine the relationship between secure attachment and socioemotional development in early childhood education students at an educational institution in Lima. Methodology: a quantitative approach with a descriptive cross-sectional scope and non-experimental design was adopted. The sample consisted of 80 children aged 4 and 5 years. A structured observation scale with 20 items distributed across four dimensions was applied: self-esteem, empathy, emotional regulation, and autonomy. Results: 30% of the participants were at the high level of secure attachment and 23% at the very high level, while 22% remained at the low level. Self-esteem showed the highest percentage at the high level (31%) and emotional regulation displayed the greatest dispersion (28% high, 25% low). Spearman's correlation between secure attachment and socioemotional development was rho = .71 (p < .01). Conclusion: secure attachment holds a positive and significant relationship with socioemotional development in early childhood education students, supporting the need to strengthen affective bonds within the school context.
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