El desarrollo cognitivo de la inteligencia en la primera infancia
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Date
2016-09-15
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación es el avance psicológico se comprende como la disposición de los cambios que
suceden en las cualidades y capacidades de la idea a lo largo de la vida,
particularmente durante el tiempo de mejora, y mediante los cuales la información y las
aptitudes para ver, pensar, comprender y supervisar en la verdad.
Se puede decir muy bien que el procedimiento de avance intelectual es un cambio
que ocurre en una colaboración perpetua del joven con su condición física, social y
familiar. Este procedimiento comienza en el vientre, es básico, progresivo, constante y
agregado. El avance subjetivo es un procedimiento de cambio metódico y organizado,
donde se logran, en asociación con la tierra y asociaciones con otros. En este
procedimiento, el tío está dando forma a un sueño del mundo, de la sociedad y de sí
mismo, a la vez que obtiene dispositivos académicos y razonables para adaptarse a la
naturaleza en la que necesita vivir y, además, fabrica su carácter basado en la adoración por
la autoestima y la seguridad en sí mismo.
Las especulaciones de mejora subjetiva de Piaget y Vygotsky establecieron los
marcos mentales de los enfoques constructivistas en el proceso de aprendizaje de
instrucción. Como lo indicaron los constructivistas, el tío debe enmarcar su propia
percepción de la existencia donde vive. Los adultos dirigen este procedimiento ofreciendo
estructura y respaldo.
Con respecto a las hipótesis, podemos llamar la atención de Piaget y Vygotsky
sobre los cambios subjetivos en el razonamiento del niño. Piaget sostuvo que la mejora
intelectual comprende cambios significativos en la forma en que se clasifica el
aprendizaje. Vygotsky aceptó que hablaba de los ajustes en los instrumentos sociales
con los que el joven traduce el mundo.
The objective of this research work is psychological advancement, understood as the disposition of the changes that occur in the qualities and capacities of the idea throughout life, particularly during the time of improvement, and through which the information and the skills to see, think, understand and supervise in truth. It can be said very well that the procedure of intellectual advancement is a change that occurs in a perpetual collaboration of the young person with his physical, social and family condition. This procedure begins in the womb, is basic, progressive, constant and added. Subjective advancement is a methodical and organized procedure of change, where they are achieved, in association with the earth and associations with others. In this procedure, the uncle is shaping a dream of the world, of society and of himself, while obtaining academic and reasonable devices to adapt to the nature in which he needs to live and, moreover, fabricating his character based on in worship for self-esteem and self-confidence. Piaget's and Vygotsky's subjective enhancement speculations established the mental frameworks for constructivist approaches to the instructional learning process. As the constructivists indicated, the uncle must frame his own perception of existence where he lives. Adults lead this procedure by offering structure and support. With regard to hypotheses, we can draw Piaget's and Vygotsky's attention to subjective changes in the child's reasoning. Piaget argued that intellectual enhancement comprises significant changes in the way learning is classified. Vygotsky accepted that he was talking about the adjustments in the social instruments with which the young person translates the world.
The objective of this research work is psychological advancement, understood as the disposition of the changes that occur in the qualities and capacities of the idea throughout life, particularly during the time of improvement, and through which the information and the skills to see, think, understand and supervise in truth. It can be said very well that the procedure of intellectual advancement is a change that occurs in a perpetual collaboration of the young person with his physical, social and family condition. This procedure begins in the womb, is basic, progressive, constant and added. Subjective advancement is a methodical and organized procedure of change, where they are achieved, in association with the earth and associations with others. In this procedure, the uncle is shaping a dream of the world, of society and of himself, while obtaining academic and reasonable devices to adapt to the nature in which he needs to live and, moreover, fabricating his character based on in worship for self-esteem and self-confidence. Piaget's and Vygotsky's subjective enhancement speculations established the mental frameworks for constructivist approaches to the instructional learning process. As the constructivists indicated, the uncle must frame his own perception of existence where he lives. Adults lead this procedure by offering structure and support. With regard to hypotheses, we can draw Piaget's and Vygotsky's attention to subjective changes in the child's reasoning. Piaget argued that intellectual enhancement comprises significant changes in the way learning is classified. Vygotsky accepted that he was talking about the adjustments in the social instruments with which the young person translates the world.
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Rendimiento académico
Citation
Huachin Malca, C. E. (2016). El desarrollo cognitivo de la inteligencia en la primera infancia (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.