Estrategias didácticas que emplea la educadora de párvulos para desarrollar las competencias emocionales en niños/as que asisten a transición 1 en contexto de pandemia Covid-19
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Fecha
2021
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
En el año 2020 inició la pandemia por COVID-19, en este sentido, las educadoras de párvulo se vieron en la necesidad de reajustar sus prácticas pedagógicas para que respondiera a las necesidades presentadas en ese momento. Debido a esto, el objetivo principal de la investigación fue analizar las estrategias didácticas empleadas por la educadora de párvulos para el desarrollo de competencias emocionales en niños y niñas que asisten a nivel transición 1 en contexto de pandemia COVID-19. Lo anterior, se logró con un diseño de investigación con un enfoque cualitativo, de carácter fenomenológico con un alcance del tipo descriptivo. Para levantar la información deseada se utilizó una entrevista semiestructurada, la cual se aplicó a cuatro educadoras de párvulos de dos formas: presencial con uso de grabación y formulario de Google. Los resultados de las entrevistas arrojaron información respecto al manejo que tienen las cuatro entrevistadas en materia de competencias emocionales y cuáles son las estrategias didácticas que ellas utilizaron en el contexto de pandemia para su desarrollo. Esta entrevista pudo concluir que hubo beneficios y dificultades en el proceso, no obstante, no fue un impedimento para trabajar las competencias emocionales de los niños/as. Aquellas estrategias didácticas que les resultaron útiles para abordar estos contenidos fue incorporar en la rutina diaria cuento, dibujos, juegos y bailes, que en su contenido trabajan de forma implícita el reconocimiento emocional, asimismo, se ha de mencionar que los resultados establecen que hubo un incremento en la comunicación con las familias y la mayor dificultad presentada tiene relación lo difícil que es contener emocionalmente a los niños/as mediante modalidad remota e híbrida.
In 2020, the COVID-19 pandemic began, in this sense, kindergarten educators saw the need to readjust their pedagogical practices to respond to the needs presented at that time. Due to this, the main objective of the research was to analyze the didactic strategies used by the nursery educator for the development of emotional competencies in children attending transition level 1 in the context of the COVID-19 pandemic. This was achieved with a research design with a qualitative approach, of a phenomenological nature with a scope of the descriptive type. To collect the desired information, a semi-structured interview was used, which was applied to four kindergarten educators in two ways: face-to-face with the use of recording and Google form. The results of the interviews provided information regarding the management of the four interviewees in terms of emotional competencies and what are the didactic strategies that they used in the context of the pandemic for their development. This interview was able to conclude that there were benefits and difficulties in the process, however, it was not an impediment to work on the emotional competences of the children. Those didactic strategies that were useful to address these contents was to incorporate in the daily routine story, drawings, games, and dances, which in their content work implicitly the emotional recognition, also, it should be mentioned that the results establish that there was an increase in communication with families and the greatest difficulty presented is related to how difficult it is to emotionally contain children through remote and hybrid modality
In 2020, the COVID-19 pandemic began, in this sense, kindergarten educators saw the need to readjust their pedagogical practices to respond to the needs presented at that time. Due to this, the main objective of the research was to analyze the didactic strategies used by the nursery educator for the development of emotional competencies in children attending transition level 1 in the context of the COVID-19 pandemic. This was achieved with a research design with a qualitative approach, of a phenomenological nature with a scope of the descriptive type. To collect the desired information, a semi-structured interview was used, which was applied to four kindergarten educators in two ways: face-to-face with the use of recording and Google form. The results of the interviews provided information regarding the management of the four interviewees in terms of emotional competencies and what are the didactic strategies that they used in the context of the pandemic for their development. This interview was able to conclude that there were benefits and difficulties in the process, however, it was not an impediment to work on the emotional competences of the children. Those didactic strategies that were useful to address these contents was to incorporate in the daily routine story, drawings, games, and dances, which in their content work implicitly the emotional recognition, also, it should be mentioned that the results establish that there was an increase in communication with families and the greatest difficulty presented is related to how difficult it is to emotionally contain children through remote and hybrid modality
Notas
Tesis (Educadora de Párvulos, Licenciada en Educación)
Palabras clave
Competencias emocionales, Estrategia didáctica en la educación, Pandemia, Desarrollo de competencias emocionales, Chile