El juego de roles como técnica de enseñanza aprendizaje en niños de 4 años del circuito 07 distrito 18D02 del cantón Ambato
The problem with the teaching -learning process in the initial education is given by the dilemma that there is between the parents who believe that these places are dedicated just to play therefore they assume the child does not acquire any skill. In the present research the role plays as a teaching...
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| Médium: | masterThesis |
| Jazyk: | spa |
| Vydáno: |
2020
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| Témata: | |
| On-line přístup: | http://repositorio.utc.edu.ec/handle/27000/5962 |
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Přidat tag | Shrnutí: | The problem with the teaching -learning process in the initial education is given by the dilemma that there is between the parents who believe that these places are dedicated just to play therefore they assume the child does not acquire any skill. In the present research the role plays as a teaching -learning technique. In the present research, role play as a teaching-learning technique in 4-year-old children, the general objective is to implement a didactic guide for the teachers of initial education level that allows them to use the role play as a teaching-learning technique in educational institutions of the circuit 07 district 18D02 of Ambato. The methodology is a qualitative nature because it is based on the child's behavior, through the experimental method the manners and behaviors current during the role play are analyzed, the observation of the facts gives us guidelines to identify patterns, the deductive method allows to analyze all Literature related to the role play and adapt it to our reality. Finally, the dialectical method provides a visual evolution that the role play has undergone in the teaching-learning process. The proposal presented is a didactic guide based on role plays that allows early education teachers use it as a teaching-learning technique. The results obtained show the importance of role play in early education is based on symbolic play and imitation, when assumes its “role” it immerses itself in an imaginary world where it begins to create, imagine and which is a game for the children then it becomes in their truth, that is where the teacher becomes part of the game having the ability to modify their mental schemes. |
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