Neurodidactics in the development of socio-emotional skills through digital play in Early Childhood Education
DOI:
https://doi.org/10.70577/asce.v5i1.691Keywords:
Neurodidactics; Digital game; Socio-emotional skills; Early education; Educational intervention; Child learning.Abstract
This research investigated how a game-based program, grounded in brain-compatible teaching methods, affects the social and emotional skills of children in their early school years. We used a mix of research methods with a quasi-experimental design, looking at 60 children aged 4 to 6. Evenly separated between the test group and the control group, we collected data using standardized tools to quantify empathy, self-control, and teamwork, and also conducted semi-structured interviews with teachers and parents to add depth from a qualitative angle. The study found that the group we tested had notable increases in their social and emotional skills compared to the group that did not. Plus, it was noted that the more time children spent on digital games, the better they received those skills. Qualitative feedback supported these results, showing that children improved in socializing and expressing their feelings. However, some issues were also raised regarding the way teachers are trained and the technological side of things. This research highlights the importance of combining neurodidactics with digital tools to boost socio-emotional growth in young children. It is suggested that we continue long-term studies to see if these benefits last and to delve deeper into the development of education.
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Copyright (c) 2026 MSc. Diana Maricela Naranjo de la Cruz, MSc. María Juliana Morocho Mullo, MSc. María Avelinda Guzman Guamán, Lic. Nancy Patricia Paguay Cartajena, MSc. Benjamin Roldan Daquilema
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