Estrategias innovadoras para el desarrollo de la autorregulación en preescolares: una revisión sistemática

Innovative Strategies for Developing Self-Regulation in Preschool Children: A Systematic Review

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Introducción: La autorregulación durante la primera infancia constituye una capacidad fundamental para el desarrollo integral del niño, debido a su influencia en el bienestar emocional, los procesos de aprendizaje y la adaptación social. En este periodo, las estrategias educativas orientadas al fortalecimiento de la regulación emocional, conductual y cognitiva adquieren especial relevancia. Objetivo: Analizar las estrategias innovadoras orientadas al fortalecimiento de la autorregulación emocional, conductual y cognitiva en niños de educación inicial. Metodología: Se realizó una revisión sistemática de literatura científica en las bases de datos Scopus, Web of Science, ERIC, SciELO, Dialnet y Redalyc. Se consideraron estudios empíricos publicados entre 2020 y 2025 relacionados con intervenciones educativas dirigidas al desarrollo de la autorregulación en niños de etapa preescolar. Resultados: Los hallazgos evidenciaron que el 65 % de los estudios reportó efectos favorables de las estrategias innovadoras sobre la autorregulación infantil. Predominaron los diseños experimentales, con tamaños muestrales entre 16 y 761 participantes. Las intervenciones multicomponente, que integraron actividades emocionales, cognitivas, sociales y pedagógicas, mostraron mayores niveles de eficacia en comparación con estrategias aisladas. Asimismo, se destacó la importancia del acompañamiento docente y la incorporación de metodologías activas adaptadas al desarrollo infantil. Conclusiones: Las estrategias innovadoras representan herramientas prometedoras para fortalecer la autorregulación en educación inicial. Su implementación requiere enfoques integrales, contextualizados y sostenidos que articulen la participación docente, familiar e institucional para favorecer el desarrollo socioemocional y cognitivo durante la etapa preescolar.
Introduction: Self-regulation during early childhood constitutes a fundamental capacity for children's holistic development due to its influence on emotional well-being, learning processes, and social adaptation. During this developmental stage, educational strategies aimed at strengthening emotional, behavioral, and cognitive regulation acquire particular relevance. Objective: To analyze innovative strategies aimed at strengthening emotional, behavioral, and cognitive self-regulation among children in early childhood education. Methodology: A systematic literature review was conducted using scientific databases including Scopus, Web of Science, ERIC, SciELO, Dialnet, and Redalyc. Empirical studies published between 2020 and 2025 addressing educational interventions aimed at developing self-regulation in preschool children were considered. Results: The findings showed that 65% of the studies reported favorable effects of innovative strategies on children's self-regulation. Experimental designs predominated, with sample sizes ranging from 16 to 761 participants. Multicomponent interventions integrating emotional, cognitive, social, and pedagogical activities demonstrated greater effectiveness compared with isolated strategies. Furthermore, the importance of teacher support and the incorporation of active methodologies adapted to children's developmental characteristics were highlighted. Conclusions: Innovative strategies represent promising tools for strengthening self-regulation in early childhood education. Their implementation requires comprehensive, contextualized, and sustained approaches that integrate teacher, family, and institutional participation to promote socio-emotional and cognitive development during the preschool stage.

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Carranza León, L. V., & Vega Vilca, C. S. (2026). Estrategias innovadoras para el desarrollo de la autorregulación en preescolares: una revisión sistemática. Revista Tribunal, 6(17), 1-18. https://doi.org/10.59659/revistatribunal.v6i17.551
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Carranza León, L. V., & Vega Vilca, C. S. (2026). Estrategias innovadoras para el desarrollo de la autorregulación en preescolares: una revisión sistemática. Revista Tribunal, 6(17), 1-18. https://doi.org/10.59659/revistatribunal.v6i17.551

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