<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322023000100036</article-id>
<article-id pub-id-type="doi">10.22458/ie.v25i38.4506</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la autorregulación de las emociones en población estudiantil de materno infantil (grupo interactivo II) y de transición de la GAM y de Guanacaste, durante la estrategia &#8220;Aprendo en Casa&#8221;, debido al virus responsable de la COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of emotional self-regulation in toddlers and preschoolers (interactive group II) in the GAM-Guanacaste transition program during the &#8220;Aprendo en casa&#8221; strategy due to COVID-19]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da autorregulação das emoções na população estudantil da pré-escola (grupo interativo II) e transição da GAM e Guanacaste, durante a estratégia &#8220;Eu aprendo em casa&#8221; devido ao vírus responsável pela COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solís Solís]]></surname>
<given-names><![CDATA[Delia María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Céspedes Alvarado]]></surname>
<given-names><![CDATA[Maricruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Acuña]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín Valverde]]></surname>
<given-names><![CDATA[Ingrid]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>38</numero>
<fpage>36</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322023000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322023000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322023000100036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Durante el 2020, a raíz de la situación a nivel mundial con la aparición del virus responsable de la COVID-19, en Costa Rica se tomaron medidas sanitarias como forma de prevenir el contagio, incluyendo el con- finamiento, razón por la cual el Ministerio de Educación Pública estableció la estrategia Aprendo en Casa, con el fin de que el proceso de aprendizaje sufriera menos afectación. La investigación se realizó con la población estudiantil de los ciclos materno infantil (interactivo II) y transición de la Gran Área Metropolitana (GAM) y de Guanacaste, así como con los docentes y cuidadores legales de esta población. Se analizó el entorno familiar de cada estudiante, el ambiente de aprendizaje y la autorregulación emocional, durante la nueva realidad producida por el virus responsable de la COVID-19. Debido a que la investigación se encuentra dentro del paradigma positivista y del enfoque cuantitativo, la información recabada se analizó a través de datos estadísticos, admitió determinar el análisis de patrones en el comportamiento de la persona estudiante de primera infancia, así como establecer algunas causas o situaciones de crisis, tales como cambios en los hábitos de alimentación, rutinas de sueño, irritabilidad, ansiedad, entre otras. Esto permitió visualizar los efectos del confinamiento a nivel pedagógico y emocional en la niñez a causa de la pandemia, debido a que se redujeron las posibilidades de socializar, los espacios de recreación y actividades al aire libre, así como también dejaron de compartir con otros integrantes de la familia y/o participar en celebraciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: During 2020, as a result of the global COVID-19 outbreak, sanitary measures were taken in Costa Rica to prevent the spread, including lockdown. Therefore, the Ministry of Public Education established the &#8220;Aprendo en casa&#8221; strategy so that the learning process suffered less affectation. The research was carried out with the toddlers and preschoolers of the Maternal and Preschool programs (interactive II) and Transition cycles GAM- Guanacaste, as well as the teachers and legal caregivers of this population. The family environment of each student, their learning environments, and emotional self-regulation practices were analyzed during the COVID-19 outbreak new reality. Because the research is within the positivist paradigm and the quantitative approach, the information collected was analyzed through statistical data. It determined that the analysis of patterns in the behavior of the early childhood student, as well as establishing some causes or crises, such as changes in eating habits, sleep routines, irritability, and anxiety, among others. It allowed us to visualize the effects of the lockdown at a pedagogical-emotional level in early childhood learners due to the pandemic. The possibilities of socializing, recreation spaces, and outdoor activities were reduced, and they stopped sharing with other family members and/or participating in celebrations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Durante 2020, como resultado da situação mundial com o aparecimento do vírus responsável pela COVID-19, foram tomadas medidas sanitárias na Costa Rica como forma de evitar o contágio, inclusive o confinamento, razão pela qual o Ministério da Educação Pública estabeleceu a estratégia &#8220;Aprendo em Casa&#8221;, para que o processo de aprendizagem fosse menos afetado. A pesquisa foi realizada com a população estudantil do Pré-escola (II interativo) e ciclos de transição na GAM e Guanacaste, bem como com os doentes e cuidadores legais desta população. O ambiente familiar, o ambiente de aprendizagem e a autorregulação emocional de cada estudante foram analisados durante a nova realidade produzida pelo vírus responsável pela COVID-19. Como a pesquisa está dentro do paradigma positivista e da abordagem quantitativa, as informações coletadas foram analisadas através de dados estatísticos, o que nos permitiu determinar a análise de padrões no comportamento da pessoa estudante da primeira infância, bem como estabelecer algumas causas ou situações de crise, tais como: mudanças nos hábitos alimentares, rotinas de sono, irritabilidade, ansiedade, entre outras. Isto permitiu visualizar os efeitos do confinamento a nível pedagógico e emocional nas crianças devido à pandemia, pois as possibilidades de socialização, espaços recreativos e atividades ao ar livre foram reduzidas, assim como a possibilidade de compartilhar com outros membros da família e/ou participar de celebrações.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[emociones básicas]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[familia]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[primera infancia]]></kwd>
<kwd lng="es"><![CDATA[niñez]]></kwd>
<kwd lng="en"><![CDATA[basic emotions]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[self-regulation]]></kwd>
<kwd lng="en"><![CDATA[family]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[early childhood]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="pt"><![CDATA[emoções básicas]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[família]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[primeira infância]]></kwd>
<kwd lng="pt"><![CDATA[infância]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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