Estrategias de enseñanza para el desarrollo del pensamiento crítico en niños y niñas de 4 y 5 años de edad
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Fecha
2015
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
A nivel mundial se ha producido un gran interés por los temas vinculados al
funcionamiento del cerebro y la construcción del pensamiento, desde la estructura
física e interna hasta los procesos que hacen posible construir aprendizajes y las
nuevas formas de procesar la información, las cuales permiten ordenar, desarrollar
aprendizajes y pensamientos reflexivos, tan necesarios en el siglo XXI.
Hoy sabemos que en los primeros años de vida es donde se desarrollan las
habilidades cognitivas y socioemocionales básicas de las personas, que resultan ser
la base para su desarrollo posterior. Sobre ello, la evidencia indica que al año y
medio de vida de los niños y niñas ya se observan diferencias en el grado de
desarrollo de estas habilidades, en parte importante debido a la influencia de su
contexto social, económico y cultural. Considerando la importancia de la educación
parvularia, Chile va avanzando y planteando nuevos desafíos que hacen necesario
dar un paso más y establececiendo en junio del 2013, la obligatoriedad del segundo
nivel de transición, lo que implica que ningún niño podrá ser privado de recibir los
aprendizajes y conocimientos para desarrollar las habilidades asociadas a ese nivel
educativo, avanzando de manera importante en igualar las oportunidades de
aprendizaje de calidad.
El presente estudio tiene por objetivo analizar las estrategias de enseñanza que
utilizan las educadoras de párvulos para desarrollar habilidades del pensamiento
crítico en niños y niñas de 4 y 5 años de edad, en tres establecimientos de la comuna
de concepción.
El diseño de esta investigación posee una naturaleza cualitativa de carácter
descriptiva exploratoria, desde un enfoque fenomenológico. El instrumento elegido
para poder llevar a cabo la investigación en terreno, es la entrevista semiestructurada grupal. La muestra estuvo compuesta por 12 educadoras de párvulos
de establecimiento municipal, particular subvencionado y particular pagado además
de un directivo relacionado al área de educación parvularia.
Las conclusiones plantean por un lado, la variedad de estrategias didácticas usadas
por las educadoras de párvulos para el desarrollo de las diferentes experiencias de
aprendizaje en estos niveles. Y por otro lado el desconocimiento del la terminología
del pensamiento crítico. Sin embargo nos encontramos con algunas estrategias que
si promueven el desarrollo del pensamiento crítico pero este no es intencionado
como tal, sino más bien responde a la variedad de metodologías utilizadas por ellas
en diferentes momentos de su práctica pedagógica.
Por último la investigación permite visualizar la necesidad de intencionar de manera
sistemática la promoción del pensamiento crítico desde edades iniciales, con el fin
de potenciar las habilidades cognitivas de los niños y niñas de manera crítica y
reflexiva.
Globally there has been a great interest in issues related to the functioning of the brain and the construction of thought, from the physical and internal structure of the processes that make it possible to build learning and new ways of processing information, which allows order develop learning and reflective thoughts, so necessary in the XXI century. Today we know that in the early years of life is where cognitive skills and basic socio people, who happen to be the basis for further development are developed. On this, the evidence indicates that a year and a half of life of children and differences in the degree of development of these skills, in large part due to the influence of their social, economic and cultural context are observed. Considering the importance of early childhood education, Chile progresses and posing new challenges make it necessary to go a step further and establececiendo in June 2013, the mandatory second transition level, implying that no child shall be deprived of receiving learning and knowledge to develop the skills associated with that level of education, advancing significantly in equal opportunities for quality learning. The present study aims to analyze the teaching strategies used by nursery educators to develop critical thinking skills in children aged 4 and 5 years old, in three establishments in the district of conception. The design of this research has a qualitative descriptive exploratory character, from a phenomenological approach. The chosen instrument to carry out research in the field, is the semi-structured interview Group. The sample was composed of 12 educators from kindergarten and a director related to the area, municipal property, including and especially subencionado paid. The findings raise one hand, the variety of teaching strategies used by nursery educators to develop different learning experiences in these levels. On the other hand not knowing the terminology of critical thinking. However we find some strategies that can promote the development of critical thinking but this is not intended as such, but rather respond to the variety of methodologies used by them at different times of their teaching practice. Finally research to visualize the need to systematically and promote critical thinking from early ages, in order to enhance the cognitive abilities of children in critical and reflective way.
Globally there has been a great interest in issues related to the functioning of the brain and the construction of thought, from the physical and internal structure of the processes that make it possible to build learning and new ways of processing information, which allows order develop learning and reflective thoughts, so necessary in the XXI century. Today we know that in the early years of life is where cognitive skills and basic socio people, who happen to be the basis for further development are developed. On this, the evidence indicates that a year and a half of life of children and differences in the degree of development of these skills, in large part due to the influence of their social, economic and cultural context are observed. Considering the importance of early childhood education, Chile progresses and posing new challenges make it necessary to go a step further and establececiendo in June 2013, the mandatory second transition level, implying that no child shall be deprived of receiving learning and knowledge to develop the skills associated with that level of education, advancing significantly in equal opportunities for quality learning. The present study aims to analyze the teaching strategies used by nursery educators to develop critical thinking skills in children aged 4 and 5 years old, in three establishments in the district of conception. The design of this research has a qualitative descriptive exploratory character, from a phenomenological approach. The chosen instrument to carry out research in the field, is the semi-structured interview Group. The sample was composed of 12 educators from kindergarten and a director related to the area, municipal property, including and especially subencionado paid. The findings raise one hand, the variety of teaching strategies used by nursery educators to develop different learning experiences in these levels. On the other hand not knowing the terminology of critical thinking. However we find some strategies that can promote the development of critical thinking but this is not intended as such, but rather respond to the variety of methodologies used by them at different times of their teaching practice. Finally research to visualize the need to systematically and promote critical thinking from early ages, in order to enhance the cognitive abilities of children in critical and reflective way.
Notas
Seminario (Magíster en Desarrollo Curricular y Proyectos Educativos)
Palabras clave
Estrategias de Enseñanza, Pensamiento Crítico, Enseñanza Preescolar, Chile, Concepción