Effectiveness of project-based learning in the acquisition of social skills in children aged 4 to 6 years

Abstract

This study analyzes the effectiveness of Project-Based Learning (PBL) in the development of social skills in children aged 4 to 6 years, in response to the growing interest in active methodologies in early childhood education. The general objective was to evaluate the impact of PBL on the acquisition of social skills such as cooperation, communication, empathy and emotional self-regulation. A bibliographic review methodology was used, based on the analysis of 20 studies selected according to inclusion criteria and methodological quality. The review included research with qualitative, quantitative and mixed approaches, developed in various educational contexts, including face-to-face, virtual and highly socially vulnerable environments. The most relevant results showed that PBL favors the development of social skills through playful, recreational and collaborative activities that promote teamwork, mutual respect and conflict resolution. An increase in children's motivation, autonomy and critical thinking was also observed. Despite its benefits, some limitations were identified, such as the need for specific training for teachers, the scarcity of resources and the time required for its proper implementation. Compared to other pedagogical approaches, PBL proved to be an effective strategy, especially when adapted to the socio-cultural characteristics of the learners and the conditions of the educational environment.