Autorregulación emocional, mediación docente y atención a la diversidad en educación inicial

Grace Elena Roldán Rodríguez

doi:10.22451/5817.ibj2026.vol10.1.11014

Authors

Grace Elena Roldán Rodríguez Escuela de Posgrado Newman, Quito, Ecuador

DOI:

https://doi.org/10.22451/5817.ibj2026.vol10.1.11014

Abstract

This article analyzes the relationship between emotional self-regulation, teacher mediation, and attention to diversity in early childhood education from a psychopedagogical perspective. A qualitative applied study was conducted in an educational institution in Quito, Ecuador, involving children aged 4 to 5 years and early childhood teachers. Data were collected through structured observation, semi-structured interviews, and document analysis.

The findings reveal significant difficulties in children's emotional self-regulation, including impulsivity, low frustration tolerance, and challenges in adapting to classroom routines. Additionally, limited implementation of inclusive teaching strategies and emotional mediation by teachers was identified. These results highlight the importance of the teacher’s role as a mediator of socioemotional development, emphasizing that teachers’ own emotional self-regulation is a key factor in creating inclusive learning environments.

Finally, a conceptual model is proposed that integrates emotional self-regulation as the foundation of learning, teacher mediation as the connecting element, and attention to diversity as the framework, aimed at promoting life skills development from early childhood.

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Author Biography

Grace Elena Roldán Rodríguez, Escuela de Posgrado Newman, Quito, Ecuador

I am a psychologist with training in industrial psychology and am currently pursuing a master’s degree in Educational Psychology, with a focus on understanding and integrating human processes in educational, organizational, and social contexts. My work is grounded in a systemic approach that views the cognitive, emotional, social, and contextual dimensions as interdependent processes. From this perspective, I believe that the emotional dimension is not merely a complement, but rather the structural backbone that directly influences learning, performance, decision-making, and the quality of relationships in any setting.

My primary line of research focuses on emotional self-regulation, attention to diversity, and the effective integration of social-emotional competencies. From a critical and proactive standpoint, I seek to overcome the limitations of their traditional implementation in order to make them a structural part of educational and organizational systems. To this end, I promote a comprehensive approach that recognizes emotional management as a shared responsibility: it involves the mediating role of teachers, the leadership of corporate executives, and the vital influence of family and social environments.

Through applied research and qualitative methodologies, I am dedicated to designing preventive and inclusive psychopedagogical proposals. These strategies include structuring environments, emotional validation, the application of Universal Design for Learning (UDL), and the use of artificial intelligence tools. My professional focus is on developing projects that overcome the fragmentation of knowledge, fostering the practical application of life skills with the firm goal of building more humane, mindful, and inclusive environments.

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