Interacciones pedagógicas que emplea la educadora de párvulos en el aula para potenciar los vínculos afectivos en los niños y niñas de educación INIC
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Fecha
2020
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La vinculación afectiva le otorgara a los niños y niñas, un modelo o referente relacional básico que les brindará las herramientas necesarias para desenvolverse en los procesos de socialización en los que participen, por lo que propiciar interacciones pedagógicas que propicien vínculos afectivos dentro del aula en educación inicial es fundamental.
Es desde allí que nace la problemática de la presente investigación, que tiene relación con la percepción y la descripción que mantienen las educadoras de párvulos al momento de emplear interacciones pedagógicas que potencien vínculos afectivos en los niños y niñas de educación inicial, por lo que para dar respuesta a esta problemática se debió conocer y describir las interacciones empleadas para analizar si es que estas potencian los vínculos afectivos dentro del aula.
Para ello, se mantuvo un enfoque cualitativo, con el fin de conocer, explorar y describir un fenómeno, manteniendo un alcance exploratorio- descriptivo y sumado a lo anterior se desarrolla en base al diseño de investigación fenomenológica, los cuales mantienen el mismo propósito.
Mediante lo anterior, se logra obtener resultados concretos mediante entrevistas semiestructuradas, las que arrojaron que si bien las educadoras conocen la importancia que mantiene su rol pedagógico al desarrollar interacciones pedagógicas de igual manera presentan dificultades al momento de mantener dichas interacciones con todo el grupo de párvulos, concluyendo que es necesario desarrollar estrategias pedagógicas que abordan las áreas tanto cognitivas como afectivas.
Affective bonding will provide children with a basic relational model or referent that will provide them with the necessary tools to develope in the socialization processes in which they participate, thus promoting pedagogical interactions that propitiate affective bonds within the classroom in preschool is essential. It is from there that the problem of the present research arises, which is related to the perception and description that the nursery teachers maintain when using pedagogical interactions that enhance affective bonds in boys and girls of preschool, therefore, to respond to this problem, it must been known and described the interactions used to analyze whether they enhance emotional ties within the classroom. For this, a qualitative approach was maintained, to know, explore and describe a phenomenon, maintaining an exploratory-descriptive scope and, added to the above, it is developed based on the phenomenological research design, which maintain the same purpose. According to the above statement, it is possible to obtain concrete results through semi-structured interviews, which showed that although the educators know the importance of their pedagogical role in developing pedagogical interactions, they also have difficulties in maintaining these interactions with the entire group of preschool children, concluding that it is necessary to develop pedagogical strategies that address both cognitive and affective areas.
Affective bonding will provide children with a basic relational model or referent that will provide them with the necessary tools to develope in the socialization processes in which they participate, thus promoting pedagogical interactions that propitiate affective bonds within the classroom in preschool is essential. It is from there that the problem of the present research arises, which is related to the perception and description that the nursery teachers maintain when using pedagogical interactions that enhance affective bonds in boys and girls of preschool, therefore, to respond to this problem, it must been known and described the interactions used to analyze whether they enhance emotional ties within the classroom. For this, a qualitative approach was maintained, to know, explore and describe a phenomenon, maintaining an exploratory-descriptive scope and, added to the above, it is developed based on the phenomenological research design, which maintain the same purpose. According to the above statement, it is possible to obtain concrete results through semi-structured interviews, which showed that although the educators know the importance of their pedagogical role in developing pedagogical interactions, they also have difficulties in maintaining these interactions with the entire group of preschool children, concluding that it is necessary to develop pedagogical strategies that address both cognitive and affective areas.
Notas
Tesis (Educación Parvularia)
Palabras clave
Preescolares, Vínculo Afectivo, Desarrollo Emocional, Interacción Social, Relación Profesor-Alumno