Las Salidas pedagógicas como estrategia de aprendizaje enseñanza en educación parvularia
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Fecha
2016
Profesor/a Guía
Facultad/escuela
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La siguiente investigación tuvo como objetivo analizar las diferentes perspectivas de educadoras de párvulos de primer nivel de transición y niveles heterogéneos en relación a las salidas pedagógicas como estrategia de aprendizaje enseñanza en educación inicial.
El propósito de la misma consistió en conocer la realidad regional en torno a esta estrategia, para lo cual se aplicaron cuestionarios tipo encuesta y entrevista semi formal a cuatro educadoras de distintos establecimientos, realizando un análisis mixto de los mismos, para otorgar una mirada exploratoria descriptiva de ésta.
Los resultados y conclusiones más significativas obtenidas, dieron a conocer una realidad en la que las educadoras manifiestan que dicha estrategia presenta múltiples beneficios para los procesos de aprendizaje, mientras que la totalidad de las debilidades están abocadas a aspectos administrativos y de gestión de las mismas.
En base a lo estudiado se entregaron recomendaciones para reafirmar las razones por las cuales las educadoras de párvulo realizan salidas pedagógicas e incentivar a las que no utilizan esta estrategia de aprendizaje enseñanza.
The following research´s object was analysing the different perspectives of early childhood educators in charge of groups of children assisting the first level of transition and mixed levels in the region of Valparaíso, in relation to outdoor education as a strategy for learning teaching in early education. The purpose of this study was to learn about the regional realities around this strategy, for which questionnaires in form of survey and semi-formal interviews were applied to four educators of different establishments, then performing a mixed analysis of the results, to give an exploratory descriptive look of it. The most significant results and conclusions obtained, revealed a reality in which educators’ state that this strategy has multiple benefits for children’s learning processes, while all weaknesses are related to administrative aspects and management. Based on what was studied, recommendations were given to reaffirm the reasons why preschool educators should take children to outdoor environments and encourage those who do not use this teaching learning strategy.
The following research´s object was analysing the different perspectives of early childhood educators in charge of groups of children assisting the first level of transition and mixed levels in the region of Valparaíso, in relation to outdoor education as a strategy for learning teaching in early education. The purpose of this study was to learn about the regional realities around this strategy, for which questionnaires in form of survey and semi-formal interviews were applied to four educators of different establishments, then performing a mixed analysis of the results, to give an exploratory descriptive look of it. The most significant results and conclusions obtained, revealed a reality in which educators’ state that this strategy has multiple benefits for children’s learning processes, while all weaknesses are related to administrative aspects and management. Based on what was studied, recommendations were given to reaffirm the reasons why preschool educators should take children to outdoor environments and encourage those who do not use this teaching learning strategy.
Notas
Tesis (Educación Parvularia)
Palabras clave
Educación Preescolar, Actividades Extraescolares, Procesos de Aprendizaje, Estrategias de Enseñanza, Mejora Contínua de Procesos, Chile