Formación docente de educación inicial para promover la salud mental
Resumen
Introducción: La salud mental infantil constituye una prioridad global debido al incremento sostenido de sintomatología emocional y conductual en edades tempranas y a su impacto en el desarrollo académico, social y funcional a lo largo del ciclo vital. Desde la perspectiva de la psiquiatría preventiva, la educación inicial representa un escenario estratégico para la promoción del bienestar emocional y la detección temprana de señales de riesgo psicopatológico.
Objetivo: Analizar la formación docente de educación inicial para promover la salud mental desde un enfoque psiquiátrico y determinar su relación con las prácticas pedagógicas orientadas al bienestar emocional infantil.
Método: Se desarrolló una investigación cuantitativa, no experimental, descriptivo-correlacional y de corte transversal en una muestra probabilística de 120 docentes. Se aplicaron escalas tipo Likert validadas para medir formación en salud mental infantil y prácticas pedagógicas preventivas, utilizándose estadística descriptiva y coeficiente de correlación de Pearson con nivel de significación p < 0,05.
Resultados: Los resultados mostraron que el 64,2% de los docentes presentó nivel medio de formación, 21,7% nivel bajo y 14,1% nivel alto (media = 3,28; DE = 0,64). En prácticas pedagógicas, el 58,3% evidenció nivel moderado, 26,7% alto y 15,0% bajo (media = 3,41; DE = 0,58). Se identificó correlación positiva significativa entre formación y prácticas (r = 0,63; p < 0,001).
Conclusiones: Se concluye que mayores niveles de formación docente se asocian con mayor implementación de estrategias preventivas, posicionando al profesorado como agente clave en la promoción temprana de la salud mental infantil.
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Derechos de autor 2026 Lorena Marielisa González Granda
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