Adaptación a la sala cuna una mirada desde la teoría del apego : estrategias metodológicas que utiliza la educadora de párvulos para favorecer la adaptación de niños y niñas a sala cuna menor, desde la teoría del apego
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Archivos
Fecha
2009
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigación pretende analizar cómo son las estrategias
metodológicas que utiliza la educadora de párvulos para favorecer la
adaptación de niños y niñas a sala cuna menor, desde la teoría del apego.
Diversos estudios han demostrado que la adaptación de niños menores de un
año a la sala cuna, se vuelve un proceso complejo, en la cual, la familia y
educadora deben trabajar en conjunto, considerando las características y
necesidades del párvulo, al igual que la organización y planificación del
ambiente educativo en este proceso de adaptación.
Esta investigación es de carácter cualitativo, ya que, pretende conocer el
fenómeno estudiado en su entorno natural, siendo el mismo el principal
instrumento para la generación y recogida
de datos con los que interactúa. Los
resultados obtenidos en este estudio demuestran que ante la separación madre
- hijo le produce a éste una desregulación afectiva, es así, como el rol de la
educadora es primordial en el proceso de adaptación de un niño menor de un
año, ya que, debe generar estrategias metodológicas que den origen al proceso
de adaptación y autorregulación emocional.
The following investigation tries to analyze how the methodological strategies which are used by the preschool educators are to favor the adjustment of children of minar cradle room, from the attachment theory. Many studies have demonstrated that the adjustment of one -year-old children to the nursery, becomes a complex process, in which the family and the educators must work together, considering the characteristics and needs of the preschooler, as the organization and planning of the educational environment in this process of adjustment. This investigation is of qualitative character, since it tries to figure the studied phenomenon in its natural environment, being at the same time, the principal instrument for the generation and wrthdrawat of information with which it interacts. The obtained results in this study demonstrate that the role of the educator is very important in the process of adjustment of a one -year-old child, since the separation of the mother produces an affective deregulation where the educator must have full conscience of it, generating methodological strategies that give origin to this process.
The following investigation tries to analyze how the methodological strategies which are used by the preschool educators are to favor the adjustment of children of minar cradle room, from the attachment theory. Many studies have demonstrated that the adjustment of one -year-old children to the nursery, becomes a complex process, in which the family and the educators must work together, considering the characteristics and needs of the preschooler, as the organization and planning of the educational environment in this process of adjustment. This investigation is of qualitative character, since it tries to figure the studied phenomenon in its natural environment, being at the same time, the principal instrument for the generation and wrthdrawat of information with which it interacts. The obtained results in this study demonstrate that the role of the educator is very important in the process of adjustment of a one -year-old child, since the separation of the mother produces an affective deregulation where the educator must have full conscience of it, generating methodological strategies that give origin to this process.
Notas
Tesis (Educadora de Párvulos, Licenciado en Educación)
Palabras clave
Afecto (Psicología), Salas cunas, Metodología de Enseñanza, Chile, Adaptación y Aceptación, Relación padres y docentes, Trabajo Colaborativo