Las emociones docentes en la elección de contenidos y actividades de ciencias en educación infantil

Abstract

science curriculum planning in early childhood education, highlighting how these emotions influence teachers’ selection of content and teaching activities. Through a qualitative approach, the study examines the impact of three teachers past emotional experiences on their choices of scientific themes and methodologies. The findings reveal that positive emotions related to certain subjects, such as biology, encourage their inclusion in classroom instruction, whereas negative memories associated with subjects like physics and chemistry lead to their avoidance. Additionally, the study shows that professional expectations and personal motivations, such as the desire to engage students and maintain classroom discipline, also shape educational planning decisions. The research underscores the need to integrate emotional management into teacher training, promoting the re-evaluation of past experiences and providing tools to address emotional challenges in science teaching. These findings suggest that emotional and pedagogical support may enhance scientific literacy from an early age, fostering inclusive educational proposals that align with the needs of both students and teachers.