READING HABITS AND SOCIO-EMOTIONAL DEVELOPMENT IN GIRLS AGED 10 TO 13, IN A NON-PROFIT FOUNDATION, IN THE LOCATION OF BARRIOS UNIDOS (BOGOTÁ)

Abstract

This study focuses on understanding the reading habits and socio-emotional development of girls ages 10 to 13 in a non-profit foundation. The research is based on the lack of interest in reading, attributed to cultural, contextual and educational factors. 24 bibliographic searches were carried out to analyze socio-emotional development and disinterest in reading, classifying them as high, medium and low relevance. The methodology adopts a qualitative approach with the theoretical framework of phenomenology, highlighting the subjectivity of reality.

Key results highlight the importance of parental participation and co-responsibility, promoting the habit of reading from childhood. It is advocated to consider girls' reading preferences, avoiding the use of reading as punishment. Routines are proposed to generate autonomy, regardless of socioeconomic conditions. The need to educate about emotional recognition and control is also highlighted.

The central problem is the lack of interest in reading and socio-emotional development, evidenced in girls' resistance to reading, attributed to the absence of habits and tools in the family environment. The research questions seek to understand and analyze these experiences. The objectives include analyzing, understanding, identifying and finding out factors associated with disinterest. The justification highlights the relevance at the family, social and educational level, underlining the importance of the family in reading training and the need to develop critical and social skills through reading in childhood and adolescence.