Modelo pedagógico y procesos cognitivos superiores en niños de 4 años de la Unidad Educativa “12 de Febrero” cantón Zamora, periodo 2023-2024
Nowadays, it is evident that traditional models continue to prevail in early childhood education classrooms, characterized by a hierarchical structure, which leads to emotional and cognitive development issues in children. These issues are particularly manifested in those with low self-esteem, insec...
Tallennettuna:
| Päätekijä: | |
|---|---|
| Aineistotyyppi: | bachelorThesis |
| Kieli: | spa |
| Julkaistu: |
2024
|
| Aiheet: | |
| Linkit: | https://dspace.unl.edu.ec/jspui/handle/123456789/30784 |
| Tagit: |
Lisää tagi
Ei tageja, Lisää ensimmäinen tagi!
|
Lisää tagi | Yhteenveto: | Nowadays, it is evident that traditional models continue to prevail in early childhood education classrooms, characterized by a hierarchical structure, which leads to emotional and cognitive development issues in children. These issues are particularly manifested in those with low self-esteem, insecurity, distrust, fear, and lack of motivation, among others. The objective of this research was to analyze the pedagogical model implemented by the educator and its influence on the development of higher cognitive processes in 4-year-old children at the Unidad Educativa "12 de Febrero" in the Zamora canton during the 2023-2024 period. A mixed-methods approach was adopted, with a descriptive, non-experimental, and cross-sectional scope, utilizing non-probabilistic sampling that included one educator and 15 children from a total population of 73. The methods employed included scientific, analytical-synthetic, and inductive-deductive approaches, along with techniques such as interviews, surveys, and observations. The findings revealed that the pedagogical model utilized by the educator is traditional, with behaviorist traits, characterized by direct instruction, strict adherence to rules and norms, and rigorous control of classroom discipline. Desired behaviors are encouraged through reinforcement and stimuli, and knowledge is transmitted in a structured manner, resulting in children becoming passive recipients. Furthermore, although the educator demonstrated an intention to incorporate constructivist activities, such as dialogue and collaborative work, these initiatives proved insufficient to promote exploration and active learning for all students. Consequently, the development of higher cognitive processes was negatively affected, particularly in low and lower-middle levels of creativity, critical thinking, and decision-making, which impacted the flow of ideas, leadership, spontaneity, and problem-solving abilities. Thus, there is a pressing need to implement innovative and active pedagogical strategies that foster comprehensive development. Keywords: Pedagogical model, higher cognitive processes, early childhood education, constructivism. |
|---|