Familia y escuela en el desarrollo afectivo de los niños de ciclo dos de educación básica en tres colegios distritales. Una apuesta en la diversidad
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2015
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia
Descripción
El presente documento está basado en una investigación de corte cualitativo en la que se buscó determinar la incidencia de la familia y escuela en el desarrollo afectivo de niños de ciclos dos de educación básica, como objetivo general. Para tal fin, se esbozaron tres objetivos específicos que buscaron: primero, reconocer las necesidades afectivas presentes en los niños de ciclo dos; segundo, identificar la incidencia de la familia y la escuela en el desarrollo afectivo; tercero, diseñar una ruta de acción pedagógica para la familia y la escuela que favorezca el desarrollo afectivo. Se utilizó la investigación-acción (IA) como enfoque metodológico, se recogieron las opiniones y vivencias de niños, padres de familia y docentes Los resultados develaron que el desarrollo afectivo de los niños poco es tenido en cuenta en los procesos escolares y familiares, pues suele darse mayor importancia a procesos de tipo cognitivo. A partir de lo anterior se concluyó que, de fortalecerse esta dimensión en los ámbitos mencionados mediante un trabajo mancomunado, se favorece el desarrollo integral de niños y niñas.
This article is based on a qualitative research in which we sought to determine the incidence of family and school in the emotional development of children in cycle two of basic education, taking into account district schools to generate a pedagogical action route. For that purpose, three specific objectives were taken into account, they look for: fast, to identify the affective necessities in children of second cycle; second, to identify the family and school's incidence in the affective development; third, to design a pedagogical action route to the family and the school in favor of the affective development. Using AI as a methodological approach, the opinions, and experiences of children, parents, and teachers were collected. The results showed that the emotional development of little children is not considered in school and family processes, where it is often given more importance to cognitive processes. We concluded that strengthened dimension in these areas the comprehensive development of children is encouraged.
This article is based on a qualitative research in which we sought to determine the incidence of family and school in the emotional development of children in cycle two of basic education, taking into account district schools to generate a pedagogical action route. For that purpose, three specific objectives were taken into account, they look for: fast, to identify the affective necessities in children of second cycle; second, to identify the family and school's incidence in the affective development; third, to design a pedagogical action route to the family and the school in favor of the affective development. Using AI as a methodological approach, the opinions, and experiences of children, parents, and teachers were collected. The results showed that the emotional development of little children is not considered in school and family processes, where it is often given more importance to cognitive processes. We concluded that strengthened dimension in these areas the comprehensive development of children is encouraged.
Palabras clave
Maestría en docencia, Educación de niños, Desarrollo infantil, Educación en el hogar, Sociología de la educación