El juego sujeto a reglas y el trabajo cooperativo en niños y niñas de 5 años
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Date
2019-06-04
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue este tipo de estrategias o de saber qué anclajes tienen los alumnos permite captar
los conocimientos previos. El maestro, en este caso, tiene que adecuar las preguntas al
nivel previsible de conocimientos, sobre todo procedimentales, que se necesitan para poder
empezar con garantías el tema o la secuencia que se quiere trabajar.
El alumnado, antes de comenzar un trabajo de grupo, debería tener puntos de
conexión que le permitieran poder abordar una actividad que previsiblemente desconoce.
Así pues, se debería averiguar quién sabe qué, y si con la base que tiene adquirida podrá
actuar con solvencia. En definitiva, se ha de dotar a cada uno de los alumnos de los
prerrequisitos necesarios para poder hacer una actividad de trabajo cooperativo, si se
quiere asegurar el éxito.
En este caso existen varias formas de comprobación: prueba test, preguntas breves,
respuestas abiertas, etc. La estrategia continua es una técnica que permite corregir
enfoques equivocados del trabajo por parte del grupo, rectificar informaciones erróneas,
adecuarse a la realidad del trabajo, etc.
El docente debería ofrecer fuentes de información oportunas, sobre todo en
aquellos aspectos que hay que reforzar de cada individuo o grupo, aportar ayuda a
miembros del grupo si no se salen e insistir en la comprensión de la materia a partir de
explicaciones concretas.
The objective of this research work was this type of strategies or to know what anchors the students have allows to capture prior knowledge. The teacher, in this case, has to adapt the questions to the predictable level of knowledge, especially procedural, that is needed to be able to Begin with guarantees the theme or sequence that you want to work on. The students, before beginning a group work, should have points of connection that would allow her to be able to tackle an activity that she predictably does not know. Thus, one should find out who knows what, and if with the base that he has acquired he will be able to act with solvency. In short, each of the students must be provided with the necessary prerequisites to be able to do a cooperative work activity, if wants to ensure success. In this case there are several forms of verification: test test, short questions, open answers etc. The continuous strategy is a technique that allows correcting mistaken approaches to work by the group, rectify erroneous information, adapt to the reality of work, etc. The teacher should offer timely sources of information, especially in those aspects that must be reinforced in each individual or group, provide help to members of the group if they do not leave and insist on the understanding of the matter from concrete explanations.
The objective of this research work was this type of strategies or to know what anchors the students have allows to capture prior knowledge. The teacher, in this case, has to adapt the questions to the predictable level of knowledge, especially procedural, that is needed to be able to Begin with guarantees the theme or sequence that you want to work on. The students, before beginning a group work, should have points of connection that would allow her to be able to tackle an activity that she predictably does not know. Thus, one should find out who knows what, and if with the base that he has acquired he will be able to act with solvency. In short, each of the students must be provided with the necessary prerequisites to be able to do a cooperative work activity, if wants to ensure success. In this case there are several forms of verification: test test, short questions, open answers etc. The continuous strategy is a technique that allows correcting mistaken approaches to work by the group, rectify erroneous information, adapt to the reality of work, etc. The teacher should offer timely sources of information, especially in those aspects that must be reinforced in each individual or group, provide help to members of the group if they do not leave and insist on the understanding of the matter from concrete explanations.
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Rendimiento académico
Citation
Ramos Ore, E. Y. (2019). El juego sujeto a reglas y el trabajo cooperativo en niños y niñas de 5 años (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.