Los procesos didácticos para la producción de textos y su aplicación en niños del segundo ciclo de educación inicial
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Date
2022-05-11
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue el área de correspondencia de largo alcance a nivel básico, orienta la formación y
la adquisición para el mejoramiento de habilidades relacionadas con la metodología
abierta, a partir del aprovechamiento del lenguaje en el niño, atendiendo los
requerimientos y verdad informativa del aprendiz, forjando las posibilidades del avance de
las habilidades informativas. Si creemos que nuestros hijos deben leer interminablemente
con deleite, debemos avanzar en la lectura realizando un montón de actividades
progresivas y precisas de otro tipo, todas dirigidas a despertar o fortalecer el interés por
comprender los materiales y su uso cotidiano, no solo como instrumentos. Las técnicas
sistémicas permiten la prueba diferenciada de normas, reglas y estrategias que diseñan el
modo de actuar del educador comparable a la programación, ejecución y evaluación de la
experiencia educativa docente. En el nivel subyacente, la obligación instructiva del
maestro se imparte a los niños y niñas a quienes sirven, así como a las familias y personas
del área local que están comprometidas con la experiencia educativa.
El apoyo de los docentes se comunica en el día a día de la articulación a través de
la resolución de propósitos, sistemas y ejercicios. Los instructores y docentes aportan su
intuición, experiencia, concesiones y sentimientos que deciden sus actividades en el nivel
y que componen su mediación instructiva.
En conjunto nos damos cuenta de que la propensión a la lectura es un impulso
extraordinario para la inventiva, la mente creativa, el conocimiento y el límite verbal y de
fijación de los niños. Del mismo modo, también somos conscientes de que los libros deben
estar presentes en las rutinas habituales de los niños, al igual que sus juguetes. En general,
nos damos cuenta de que los libros nos enriquecen a todos y nos impulsan a sumergirnos
en proyectos, historias y datos ricos. Es la forma más ideal de impartir cada una de las
cualidades de los niños y que aprendan jugando con la lectura. Como educadores, es
importante conocer y aplicar en el espacio de la correspondencia, ejercicios que se
coordinen bajo la metodología abierta, organizando encuentros que parezcan legítimos y
que sean de ayuda para el niño, permitiéndole articular sus pensamientos sin reservas,
inspirándolo fomentar la capacidad escribir varios tipos de textos en su idioma principal, a
través de grandes circunstancias, sabiendo que brindará una mejora suficiente en otras
circunstancias futuras.
The objective of this research work was the long-range correspondence area at the basic level, it guides the training and the acquisition for the improvement of skills related to the methodology open, from the use of language in the child, attending to the requirements and informative truth of the apprentice, forging the possibilities of the advancement of information skills. If we believe that our children should read endlessly with delight, we should advance in reading by doing a lot of activities progressive and precise of another type, all aimed at arousing or strengthening interest in understand materials and their everyday use, not just as instruments. The techniques systemic allow differentiated testing of norms, rules and strategies that design the way of acting of the educator comparable to the programming, execution and evaluation of the teaching educational experience. At the underlying level, the instructional obligation of the teacher is taught to the boys and girls they serve, as well as to the families and individuals from the local area who are committed to the educational experience. The support of the teachers is communicated in the day to day of the articulation through the resolution of purposes, systems and exercises. Instructors and teachers contribute their intuition, experience, concessions and feelings that decide their activities at the level and that make up its instructive mediation. Together we realize that the propensity to read is an impulse extraordinary for the inventiveness, the creative mind, the knowledge and the verbal limit and of fixation of children In the same way, we are also aware that books should be present in the usual routines of children, just like their toys. Usually, we realize that books enrich us all and prompt us to immerse ourselves on projects, stories and rich data. It is the most ideal way to impart each of the qualities of children and that they learn by playing with reading. As educators, it is important to know and apply in the space of correspondence, exercises that are coordinate under the open methodology, organizing meetings that seem legitimate and that are helpful to the child, allowing him to articulate his thoughts without reservations, inspiring him to foster the ability to write various types of texts in his main language, to through great circumstances, knowing that it will bring sufficient improvement in other future circumstances.
The objective of this research work was the long-range correspondence area at the basic level, it guides the training and the acquisition for the improvement of skills related to the methodology open, from the use of language in the child, attending to the requirements and informative truth of the apprentice, forging the possibilities of the advancement of information skills. If we believe that our children should read endlessly with delight, we should advance in reading by doing a lot of activities progressive and precise of another type, all aimed at arousing or strengthening interest in understand materials and their everyday use, not just as instruments. The techniques systemic allow differentiated testing of norms, rules and strategies that design the way of acting of the educator comparable to the programming, execution and evaluation of the teaching educational experience. At the underlying level, the instructional obligation of the teacher is taught to the boys and girls they serve, as well as to the families and individuals from the local area who are committed to the educational experience. The support of the teachers is communicated in the day to day of the articulation through the resolution of purposes, systems and exercises. Instructors and teachers contribute their intuition, experience, concessions and feelings that decide their activities at the level and that make up its instructive mediation. Together we realize that the propensity to read is an impulse extraordinary for the inventiveness, the creative mind, the knowledge and the verbal limit and of fixation of children In the same way, we are also aware that books should be present in the usual routines of children, just like their toys. Usually, we realize that books enrich us all and prompt us to immerse ourselves on projects, stories and rich data. It is the most ideal way to impart each of the qualities of children and that they learn by playing with reading. As educators, it is important to know and apply in the space of correspondence, exercises that are coordinate under the open methodology, organizing meetings that seem legitimate and that are helpful to the child, allowing him to articulate his thoughts without reservations, inspiring him to foster the ability to write various types of texts in his main language, to through great circumstances, knowing that it will bring sufficient improvement in other future circumstances.
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Citation
Quispe Palomino, C. R. (2022). Los procesos didácticos para la producción de textos y su aplicación en niños del segundo ciclo de educación inicial (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.