Incidencia del ambiente escolar y la familia en la puesta en práctica del proceso investigativo en el ciclo de transición de la Escuela Rogelio Fernández Guell de Buenos Aires, Puntarenas, durante el curso lectivo 2008.
Fecha
2008
Autores
Torres Villegas, Rosa
Zapata Gamboa, Lucía
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Nacional, Costa Rica
Resumen
Este trabajo tiene como propósito evidenciar la incidencia del ambiente escolar y la familia en la puesta en práctica del proceso investigativo de los niños en etapa preescolar, ciclo de transición. La misma tiene como objetivo general el analizar la influencia del ambiente escolar y de la familia en la puesta en práctica del proceso investigativo. Esta investigación responde a un estudio de tipo cualitativo, en el cual se tienen en cuenta los datos aportados por el objeto en estudio, se incorpora, además, aspectos como la personalidad de los niños, lo que dicen o piensan los participantes. La literatura consultada muestra que los niños traen de forma innata la capacidad para la búsqueda de soluciones y que la estimulación que los docentes y padres ofrezcan a los niños marcará pautas importantes para su desarrollo integral. Para el registro de la información se diseñó una entrevista que se realizó a padres de familia y a la docente del grupo en estudio, de la misma forma se utilizó la observación como medio para registrar aquellas conductas afines a la investigación. Se utilizó el 100% de la población tanto en estudiantes como en los padres de familia y docente. Los principales resultados obtenidos muestran como los niños a pesar de la falta de materiales y estrategias que promuevan el uso del proceso investigativo siguen creando, transformando e inventando nuevas formas para adquirir el aprendizaje. Pero, además, se denota la importancia de la intervención docente en este proceso. Las conclusiones indican que los niños pusieron en práctica las actitudes investigativas propuestas; sin embargo, se hizo evidente la falta de planificación de momentos en los cuales estos pudieran promover el uso de actitudes científicas. La docente no promueve de gran manera la aplicación del proceso investigativo, tanto en las actividades que realiza como en la planificación de estrategias que inciten a los niños el uso de actitudes científicas. Los padres, por su parte, manifiestan que la mayoría de actividades de sus hijos se centra en el televisor o en juegos fuera de sus casas, pero que estos no participan en ellos. Muestran que tanto la docente como los padres de familia forman un papel esencial en promover el uso del proceso investigativo. Entre las principales recomendaciones se sugiere tanto al docente como a los padres, poner en práctica estrategias que alienten a los niños a despertar en ellos ese espíritu de investigador, de crítico de la realidad, de descubrir por sus medios lo que sucede y lo que sucederá. Las limitaciones más relevantes fueron la falta de un espacio físico adecuado que le brinde a los niños un espacio propio para su desenvolvimiento individual y grupal. La ausencia de un espacio para el contacto y exploración de la naturaleza. La falta de planificación de experiencias que promovieran el uso del proceso investigativo.
The purpose of this work is to show the incidence of the school environment and the family in the implementation of the research process of preschool children, transition cycle. Its general objective is to analyze the influence of the school environment and the family on the implementation of the research process. This research responds to a qualitative study, which takes into account the data provided by the object under study, and also incorporates aspects such as the personality of the children, what the participants say or think. The literature consulted shows that children have an innate capacity to search for solutions and that the stimulation that teachers and parents offer to the children will set important guidelines for their integral development. For the recording of the information, an interview was designed and conducted with parents and the teacher of the group under study, and observation was also used as a means to record those behaviors related to the research. We used 100% of the population in both students and parents and teachers. The main results obtained show how the children, despite the lack of materials and strategies that promote the use of the research process, continue creating, transforming and inventing new ways to acquire learning. But, in addition, the importance of the teacher's intervention in this process is denoted. The conclusions indicate that the children put into practice the proposed investigative attitudes; however, the lack of planning moments in which they could promote the use of scientific attitudes was evident. The teacher does not greatly promote the application of the investigative process, both in the activities she carries out and in the planning of strategies that encourage the children to use scientific attitudes. The parents, on the other hand, state that most of their children's activities are centered on the television or on games outside their homes, but that they do not participate in them. They show that both teachers and parents play an essential role in promoting the use of the research process. Among the main recommendations, it is suggested that both teachers and parents put into practice strategies that encourage children to awaken in them the spirit of researcher, of critic of reality, of discovering by their own means what is happening and what will happen. The most relevant limitations were the lack of an adequate physical space that would provide the children with their own space for their individual and group development. The absence of a space for contact with and exploration of nature. The lack of planning of experiences that promoted the use of the research process.
The purpose of this work is to show the incidence of the school environment and the family in the implementation of the research process of preschool children, transition cycle. Its general objective is to analyze the influence of the school environment and the family on the implementation of the research process. This research responds to a qualitative study, which takes into account the data provided by the object under study, and also incorporates aspects such as the personality of the children, what the participants say or think. The literature consulted shows that children have an innate capacity to search for solutions and that the stimulation that teachers and parents offer to the children will set important guidelines for their integral development. For the recording of the information, an interview was designed and conducted with parents and the teacher of the group under study, and observation was also used as a means to record those behaviors related to the research. We used 100% of the population in both students and parents and teachers. The main results obtained show how the children, despite the lack of materials and strategies that promote the use of the research process, continue creating, transforming and inventing new ways to acquire learning. But, in addition, the importance of the teacher's intervention in this process is denoted. The conclusions indicate that the children put into practice the proposed investigative attitudes; however, the lack of planning moments in which they could promote the use of scientific attitudes was evident. The teacher does not greatly promote the application of the investigative process, both in the activities she carries out and in the planning of strategies that encourage the children to use scientific attitudes. The parents, on the other hand, state that most of their children's activities are centered on the television or on games outside their homes, but that they do not participate in them. They show that both teachers and parents play an essential role in promoting the use of the research process. Among the main recommendations, it is suggested that both teachers and parents put into practice strategies that encourage children to awaken in them the spirit of researcher, of critic of reality, of discovering by their own means what is happening and what will happen. The most relevant limitations were the lack of an adequate physical space that would provide the children with their own space for their individual and group development. The absence of a space for contact with and exploration of nature. The lack of planning of experiences that promoted the use of the research process.
Descripción
Licenciatura en pedagogía con énfasis en educación preescolar
Palabras clave
NIÑOS, APRENDIZAJE, EDUCACIÓN PREESCOLAR, INVESTIGACIÓN, MEDIO EDUCACIONAL, PROCESOS DE APRENDIZAJE, FAMILIA, CHILDREN, LEARNING, PRESCHOOL EDUCATION, RESEARCH, EDUCATIONAL ENVIRONMENT, LEARNING PROCESSES, FAMILY