Desarrollo Socioemocional en ni?os de 3 a 4 a?os del Inicial 1 de la Unidad Educativa ?Luis Cordero?, Azogues-Ecuador
- Format
- BachelorThesis
- Status
- publishedVersion
- Description
La presente investigaci?n busc? contribuir con el desarrollo socioemocional en ni?os de 3 a 4 a?os de la Unidad Educativa ?Luis Cordero?, Azogues-Ecuador. Acorde con el prop?sito alcanzar en el objetivo planteado para trabajar con el desarrollo socioemocional de los infantes. En las pr?cticas preprofesionales se identific? un d?ficit de interacci?n de los ni?os con su entorno educativo, provocando ciertas dificultades emocionales, psicosociales y cognitivas. De igual modo, se sistematiz? referentes te?ricos sobre el desarrollo socioemocional en el proceso de ense?anza-aprendizaje en el nivel inicial. Se obtuvo puntos de vista de autores en relaci?n con las teor?as de dos pedagogos como Piaget y Vygotsky, mencionados dentro de los trabajos de Miranda (2017), Grajales (2016), Regader (2015) y Lagos (2020); asimismo se present? el Curr?culo de Educaci?n Inicial (2014). Este estudio se orient? en una metodolog?a basada en la Investigaci?n-Acci?n para transformar la realidad del grupo 1A, se tuvo un paradigma Socio-Cr?tico con un enfoque cualitativo. De igual manera, se trabaj? con un tipo de estudio aplicada, seguidamente con este proceso se plante? la categorizaci?n que direcciono al diagn?stico sobre el desarrollo socioemocional, se us? t?cnicas tales como la observaci?n participante, entrevista y una encuesta; se aplic? instrumentos como: gu?a de observaci?n, gu?a de preguntas y cuestionario de preguntas, mismos que brindaron informaci?n que se profundiz? con el modelo de an?lisis de informaci?n cualitativo, se produjo el siguiente resultado con base en la fase diagn?stica. Con base en estos aspectos se construy? la propuesta de un cuadernillo actividades, de esta intervenci?n se obtuvo un progreso positivo ante lo identificado, tambi?n, se motiv? a los infantes a controlar sus emociones para afrontar ciertas situaciones. Finalmente, se present? las conclusiones a base de los objetivos planteados que resulto un alcance positivo en la interacci?n entre pares a trav?s de espacios de di?logo y las recomendaciones generales, tales como dar continuidad a la propuesta de intervenci?n educativa, dando una nueva mirada.
The present research sought to contribute to the socioemotional development of children from 3 to 4 years of age at the "Luis Cordero" Educational Unit, Azogues-Ecuador. In accordance with the purpose of reaching the objective set to work with the socioemotional development of infants. In the pre-professional practices, a deficit of interaction of children with their educational environment was identified, causing certain emotional, psychosocial and cognitive difficulties. Likewise, theoretical references on socioemotional development in the teaching-learning process at the initial level were systematized. Points of view were obtained from authors in relation to the theories of two pedagogues such as Piaget and Vygotsky, mentioned within the works of Miranda (2017), Grajales (2016), Regader (2015) and Lagos (2020); likewise, the Early Education Curriculum (2014) was presented. This study was oriented in a methodology based on Action-Research to transform the reality of group 1A, it had a Socio-Critical paradigm with a qualitative approach. Similarly, we worked with a type of applied study, then with this process the categorization that led to the diagnosis of socioemotional development was proposed, techniques such as participant observation, interview and survey were used; instruments such as: observation guide, question guide and questionnaire of questions were applied, which provided information that was deepened with the qualitative information analysis model, the following result was produced based on the diagnostic phase. Based on these aspects, the proposal of an activity booklet was constructed, from this intervention a positive progress was obtained in the face of what was identified, also, the children were motivated to control their emotions to face certain situations. Finally, conclusions were presented based on the objectives that resulted in a positive scope in the interaction between peers through dialogue spaces and general recommendations, such as giving continuity to the educational intervention proposal, giving a new look.
Azogues
- Publication Year
- 2022
- Language
- Topic
- Desarrollo socioemocional
Ense?anza-aprendizaje
Cuadernillo de actividades
Interacci?n educativa
Socioemotional development
Teaching-learning
Activity booklet
Educational interaction
- Repository
- Repositorio Universidad Nacional de Educación
- Get full text
- http://repositorio.unae.edu.ec/handle/123456789/2437
- Rights
- openAccess
- License