Propuesta de innovación metodológica para colegios de Chile a nivel preescolar
Cargando...
Archivos
Fecha
2012
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
Existe un problema en la educación que se considera importante a tratar. Este
es, la escasez de metodologías innovadoras a nivel preescolar que difieren de
las tradicionales. Es entonces que, nace la idea de crear una propuesta en que
se complementen fortalezas de las metodologías Pyramid y Primary Years
Programme. Surge a raíz de dicha problemática la pregunta: ¿De qué manera
contribuye la observación de las metodologías Pyramid y Primary Years
Programme (PYP) para la propuesta de una metodología innovadora que sea
factible para distintos establecimientos de sectores vulnerables a nivel
preescolar?
Las dos metodologías abordadas en este estudio aluden al planteamiento de
Lev Vigotsky, por lo que el fundamento de este estudio está en la teoría del
Constructivismo.
Luego de lo dicho anteriormente, y la alusión a falta de metodologías
innovadoras es que este estudio tiene como objetivo general identificar los
aportes de las metodologías Pyramid y Primary Years Programme (PYP) para
la construcción de un lineamiento metodológico orientado a niños y niñas entre
tres y seis años en establecimientos de sectores vulnerables.
Se desprende de dicho objetivo los siguientes específicos: caracterizar la
metodología Pyramid, caracterizar la metodología Primary Years Programme,
identificar las fortalezas y debilidades de las metodologías Pyramid y Primary Years Programme hacia el desarrollo preescolar, y, elaborar lineamientos para
una propuesta metodológica.
El diseño de la presente investigación, es no experimental transeccional. El
instrumento utilizado para registrar las fortalezas y debilidades que observan las
educadoras de las metodologías Pyramid y Primary Years Programme (PYP),
fue un cuestionario.
La propuesta se construye en base a las fortalezas y debilidades propias de las
metodologías Pyramid y Primary Years Programme, con el objetivo de crearla
dirigida al contexto social de vulnerabilidad sin perder la esencia que las
caracteriza como exitosas e innovadoras.
Entre las limitaciones del presente seminario, se destacan la escasa
información de la metodología Pyramid y el arduo trabajo que fue para las
educadoras encuestadas lograr separar lo que es propio de la metodología, de
lo que es el propio estilo que cada una posee y lleva a la práctica en su sala de
clases.
Para concluir, cabe mencionar que sería interesante comprobar mediante
experiencia directa si la propuesta se podría llevar a la práctica en los distintos
establecimientos de sectores vulnerables del país. En caso de no dar buenos
resultados, comenzar un nuevo estudio a partir de las faltas encontradas en el
presente.
There is a problem in education that is considered important to discuss. This is the scarcity of innovative methodologies in preschool level that differ from the traditional ones. This is why the idea of proposing a new methodology that complements the strengths of Pyramid and Primary Years Programme is born. Arises from this problematic situation the following question: How does the observation of the methodologies Pyramid and Primary Years Programme contributes to the proposition of a new innovative methodology that could work in different institutions in vulnerable places in the preschool level? The two methods considered in this study refer to the approach of Lev Vygotsky, so, the foundation of this study is in the Constructivism theory. Afler the above mentioned, and the allusion to a lack of innovative methodologies is that this study has as general objective to identify the contributions of the methodologies Pyramid and Primary Years Programme (PYP) for the construction of a methodological guideline for children between three and six years in vulnerable places. Are inferred from this general objective the following specific ones: characterize Pyramid, characterize Primary Years Programme, identify the strengths and weaknesses of the Prímary Years Programme and Pyramid and develop guidelines for a new methodology. The design of this investigation is non-experimental transeccional. The instrument used to identify the strengths and weaknesses that educators from Pyramid and Primary Years Programme observed, was a questionnaire. The proposal is build on the strengths and weaknesses of the methodologies named above, with the aim of creating it addressed to the social context of vulnerability without losing the essence that characterizes them as successful and innovative. In the limitations of this seminar, it highlights the lack of information on the methodology Pyramid and the tough work that was for the educators to be able to separate what is proper from methodology to what is the proper style that each one possesses and practices in their classrooms. To conclude, it is important to mention that it would be interesting to see by direct experience if the proposal could be put into practice in the different vulnerable institutions of the country. lf it doesn't present good results, start a new study from the faults found in the present one.
There is a problem in education that is considered important to discuss. This is the scarcity of innovative methodologies in preschool level that differ from the traditional ones. This is why the idea of proposing a new methodology that complements the strengths of Pyramid and Primary Years Programme is born. Arises from this problematic situation the following question: How does the observation of the methodologies Pyramid and Primary Years Programme contributes to the proposition of a new innovative methodology that could work in different institutions in vulnerable places in the preschool level? The two methods considered in this study refer to the approach of Lev Vygotsky, so, the foundation of this study is in the Constructivism theory. Afler the above mentioned, and the allusion to a lack of innovative methodologies is that this study has as general objective to identify the contributions of the methodologies Pyramid and Primary Years Programme (PYP) for the construction of a methodological guideline for children between three and six years in vulnerable places. Are inferred from this general objective the following specific ones: characterize Pyramid, characterize Primary Years Programme, identify the strengths and weaknesses of the Prímary Years Programme and Pyramid and develop guidelines for a new methodology. The design of this investigation is non-experimental transeccional. The instrument used to identify the strengths and weaknesses that educators from Pyramid and Primary Years Programme observed, was a questionnaire. The proposal is build on the strengths and weaknesses of the methodologies named above, with the aim of creating it addressed to the social context of vulnerability without losing the essence that characterizes them as successful and innovative. In the limitations of this seminar, it highlights the lack of information on the methodology Pyramid and the tough work that was for the educators to be able to separate what is proper from methodology to what is the proper style that each one possesses and practices in their classrooms. To conclude, it is important to mention that it would be interesting to see by direct experience if the proposal could be put into practice in the different vulnerable institutions of the country. lf it doesn't present good results, start a new study from the faults found in the present one.
Notas
Tesis (Educadora de Párvulos, Licenciada en Educación)
Palabras clave
Educación Preescolar, Escasez de metodologías innovadoras que difieren de las tradicionales, Fortalezas de las metodologías Pyramid y Primary Years Programme, Sectores Educacionales vulnerables, Chile