IntegraciĆ³n musical en los momentos previos a la rutina diaria del preescolar
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2014
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es
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Universidad AndrƩs Bello
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Licencia CC
Resumen
Se observĆ³ en las prĆ”cticas de EducaciĆ³n Parvularia que existe una debilidad en el aula sobre el manejo de grupo por parte de las educadoras en el momento de las transiciones entre una actividad y otra, ya que los pĆ”rvulos entre los cinco y seis aƱos se encuentran en constante movimiento e indagaciĆ³n y conversando con sus pares. Con estos antecedentes se llega a la problemĆ”tica de la influencia en las actividades de integraciĆ³n musical previo a los distintos momentos de la rutina en el manejo de grupo en niƱos de transiciĆ³n mayor, dado que, se tienen distintas evidencias teĆ³ricas de que la mĆŗsica tiene un gran aporte en los niƱos y niƱas.
El Ministerio de EducaciĆ³n se estĆ” planteando una reformulaciĆ³n en su implementaciĆ³n de la PolĆtica de Convivencia Escolar ya que se quiere manejar esto a travĆ©s de todos los que componen la educaciĆ³n y no solo en el niƱo āproblemĆ”ticoā. KodĆ”ly (Pascual, 2002) entrega una mirada de la mĆŗsica abierta y menciona la importancia que tiene esta en la primera etapa de vida, ya que estimula la imaginaciĆ³n, memoria y los lleva a un estado de relajaciĆ³n. La mĆŗsica debe estar en todas las materias impartidas por las instituciones por sus caracterĆsticas.
Este estudio se realizĆ³ en el colegio Elvira Hurtado de Matte, en el nivel āKĆnder Aā (transiciĆ³n mayor) con 45 niƱos y niƱas entre los 5 y 6 aƱos. Utilizando el estudio pre experimental con una sola muestra y variables externas no controlables.
Junto con la aplicaciĆ³n de actividades de IntegraciĆ³n Musical y su evaluaciĆ³n se observĆ³ que sĆ existe un mayor movimiento y se muestran mĆ”s inquietos los niƱos en las transiciones de las actividades lo que complica el manejo de grupo para comenzar la rutina, y que al comenzar con estas actividades de IntegraciĆ³n Musical los pĆ”rvulos logran tener una actitud mĆ”s atenta lo que favorece el inicio de la rutina.
La mĆŗsica y su aplicaciĆ³n en los momentos previos a la rutina se da como una buena opciĆ³n para los que necesiten obtener resultados para el manejo de grupo, ademĆ”s que varios teĆ³ricos avalan sus caracterĆsticas que dan resultados para la memoria, relajaciĆ³n e imaginaciĆ³n desde antes de nacer, pudiendo utilizarse desde el vientre materno hasta la adultez.
Para futuras investigaciones se propone realizar las actividades de IntegraciĆ³n Musical en niveles donde existan necesidades educativas especiales (SĆndrome de Down, Asperger, entre otros), las adaptaciones que se realizan y como son los resultados en estos casos.
It was observed, during the pre-school internship, that there is a weakness among teachers regarding their ability to handle a group of infants, when they transition from one activity to another, as pre-schoolers between five and six years old, are constantly moving, exploring and talking to one another. With these precedents, the following question arises: What is the effect of musical integrative activities on the behavior of a pre-schoolers group, in the moments before a routine? There is plenty theoretical evidence that music is a great contribution in children of these ages. The education ministry is considering a change in the implementation of the school coexistence policy, because it has to consider all elements that integrate education and not just be oriented towards the ātroubled childā. Kodaly (Pascual, 2002) gives us his vision regarding the great importance of music in the first stages of a child development, since it stimulates memory and imagination, taking the infant to a state of relaxation. Music, because of its characteristics, should be included in all subjects taught by institutions. This study is a mixture between qualitative and quantitative information, focused on a āpost-positiveā paradigm, based on empirical data. It was conducted on the āElvira Hurtado de Matteā School, with forty five children between five and six years old, attending to the course āKinder Aā (major transition). Using the pre-experimental study with a single sample and unconstrained external variables. On the application of musical integrative activities and their evaluation, it was observed that children are restless during the transitions from one activity to another, which complicates group behavior and thus, making it difficult to start a new routine. It was also noticed that, in the presence of music, pre-schoolers become more focused which facilitates the beginning of the new routine. The presence of music in the moments previous to a routine is a good alternative for those who need to improve the groupĀ“s behavior. In addition, there is plenty of theoretical evidence that supports that the use of music, from before the childĀ“s birth and until their adult life, helps memory, relaxation and imagination. For future research it is recommended to use integrative musical activities at levels with special educational conditions, such as Down Syndrome and Asperger, among others. In these cases it will be necessary to explore possible adaptations in order to get results.
It was observed, during the pre-school internship, that there is a weakness among teachers regarding their ability to handle a group of infants, when they transition from one activity to another, as pre-schoolers between five and six years old, are constantly moving, exploring and talking to one another. With these precedents, the following question arises: What is the effect of musical integrative activities on the behavior of a pre-schoolers group, in the moments before a routine? There is plenty theoretical evidence that music is a great contribution in children of these ages. The education ministry is considering a change in the implementation of the school coexistence policy, because it has to consider all elements that integrate education and not just be oriented towards the ātroubled childā. Kodaly (Pascual, 2002) gives us his vision regarding the great importance of music in the first stages of a child development, since it stimulates memory and imagination, taking the infant to a state of relaxation. Music, because of its characteristics, should be included in all subjects taught by institutions. This study is a mixture between qualitative and quantitative information, focused on a āpost-positiveā paradigm, based on empirical data. It was conducted on the āElvira Hurtado de Matteā School, with forty five children between five and six years old, attending to the course āKinder Aā (major transition). Using the pre-experimental study with a single sample and unconstrained external variables. On the application of musical integrative activities and their evaluation, it was observed that children are restless during the transitions from one activity to another, which complicates group behavior and thus, making it difficult to start a new routine. It was also noticed that, in the presence of music, pre-schoolers become more focused which facilitates the beginning of the new routine. The presence of music in the moments previous to a routine is a good alternative for those who need to improve the groupĀ“s behavior. In addition, there is plenty of theoretical evidence that supports that the use of music, from before the childĀ“s birth and until their adult life, helps memory, relaxation and imagination. For future research it is recommended to use integrative musical activities at levels with special educational conditions, such as Down Syndrome and Asperger, among others. In these cases it will be necessary to explore possible adaptations in order to get results.
Notas
Tesis (Educadora de PĆ”rvulos, Licenciado en EducaciĆ³n)
Palabras clave
Juegos con MĆŗsica EnseƱanza Preescolar., EducaciĆ³n Musical, EnseƱanza Preescolar, Musical Integration,, Group Behavior, Major
Transition and Preschool Teacher, IntegraciĆ³n Musical, Manejo de Grupo, TransiciĆ³n Mayor y PĆ”rvulos