Habilidades socioemocionales, lectura y escritura en la transición de educación inicial a primer año escolar

Abstract

The article reflects on the relationship between socio-emotional skills and literacy acquisition during the educational transition from pre-school levels to first school form. The theoretical journey focuses on socio-emotional skills from a cognitive assessment perspective, in the current context of the Affective Turn movement, and identifies some key aspects to think about the process of construction of emotionality in educational historiography. The approach relies on the assumption of the positive (facilitating) or negative (impeding) influence of emotion on teaching, learning, and assessing literacy practices during the first school year. Finally, the implementation of socio-emotional skills programs of intervention is explored as an educational strategy, based on the reflection on its foundations.