La educación virtual y el aprendizaje en los niños menores de 6 años
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2021-03-04
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigaciòn es dar a conocer que tras el análisis de la bibliografía revisada, es evidente que la empleabilidad de la
educación a distancia no es reciente en nuestro país y mucho menos en el mundo. Sin
embargo, el contexto de pandemia por el Covid- 19, se ha realzado su aplicación en el
servicio educativo público; claro está que con ciertas modificaciones y/o adaptaciones.
Esto ha hecho que, la transmisión de contenidos de aprendizaje y por ende el tipo de
aprendizaje que se les ofrecen a los estudiantes peruanos, a través de la estrategia
“Aprendo en Casa”, se encuentren enmarcados en una modalidad híbrida de educación a
distancia: “enseñanza remota de emergencia”.
En el caso del nivel de Educación Inicial, se podría decir que la planificación de las
actividades, tiene en consideración las necesidades y/o características de aprendizaje de los
niños de 3 a 5 años. Entre las cuales resaltan la necesidad de exploración y por supuesto
del juego para el logro de capacidades, según lo señalado por Piaget. Esto se justifica en la
incorporación de estrategias lúdicas en las sesiones de aprendizaje. No obstante, la
educación a distancia se identifica por buscar el autoaprendizaje, lo cual a estas edades
solo se da en el aprendizaje informal, es decir en los descubrimientos que va realizando el
niño en su día a día. Es por ello que, se requiere, acorde a Vygotsky, la mediación, que si
bien, antes la realizaba el docente, hoy es una acción compartida con los padres de familia.
Por otro lado, respecto a los tipos de aprendizaje que se han ido ejecutando en el
desarrollo de “Aprendo en Casa”, se hacen presentes el aprendizaje multimedia, por la
utilización del medio televisivo y recursos audiovisuales en la página web; el aprendizaje
tecnológico mejorado, por los recursos complementarios ubicados en la plataforma; el
aprendizaje activo, puesto que invita al niño a reconocer lo que entiende y lo que no; y la
combinación del aprendizaje sincrónico y asincrónico, sincrónico a través de los medios de
comunicación coordinados y establecidos entre padres y docentes para el acompañamiento
pedagógico y motivacional (principio de seguridad psicológica), y asincrónico porque, a
través de la web, se pueden revisar las emisiones radiales, televisivas o las sesiones de
aprendizaje, en caso no se hayan oído o visto en el horario determinado.
En cuanto a la principal desventaja o dificultad propia de la modalidad, se
encuentra el limitado tiempo de atención que posee el niño de edades tempranas. A través
del medio televisivo, hay una mayor posibilidad de mantener su atención, pero en el caso
del canal radial, esta posibilidad disminuye. Por ello, el acompañamiento del docente y
especialmente de los padres de familia, es esencial; no obstante, la realidad es que muchos
de los padres no poseen disponibilidad de hacerlo en el horario, por ejemplo, en el que se
tramite el programa televisivo.
Finalmente, como esta modalidad es emergente, en el sentido que no había sido
aplicada a nivel nacional, ni en niños menores de 6 años, los desafíos a los que se afronta
se traducen en la brecha digital existente, la actualización en el manejo de tecnologías para
el desempeño docente y una posterior evaluación que rescatar los aspectos positivos y
negativos de la estrategia; y a partir de ello, tomar medidas pertinentes en el regreso a
clase, en la modalidad presencial.
The objective of this research work is to make known that after the analysis of the reviewed bibliography, it is evident that the employability of the distance education is not recent in our country and much less in the world. Without However, in the context of the Covid-19 pandemic, its application has been enhanced in the public educational service; Of course, with certain modifications and/or adaptations. This has meant that the transmission of learning content and therefore the type of learning offered to Peruvian students, through the strategy "I learn at home", are framed in a hybrid modality of education to distance: “emergency remote teaching”. In the case of the Initial Education level, it could be said that the planning of the activities, takes into account the needs and/or learning characteristics of the children from 3 to 5 years. Among which stand out the need for exploration and of course of the game for the achievement of capacities, as pointed out by Piaget. This is justified in the incorporation of ludic strategies in the learning sessions. However, the distance education is identified by seeking self-learning, which at these ages It only occurs in informal learning, that is, in the discoveries that the student makes. child in his day to day. That is why, according to Vygotsky, mediation is required, that if well, before it was carried out by the teacher, today it is an action shared with the parents. On the other hand, regarding the types of learning that have been carried out in the development of "Aprendo en Casa", multimedia learning is present, due to the use of television and audiovisual resources on the website; The learning technologically improved, due to the complementary resources located on the platform; he active learning, since it invites the child to recognize what she understands and what she does not; and the combination of synchronous and asynchronous learning, synchronous through the media coordinated and established communication between parents and teachers for the accompaniment pedagogical and motivational (principle of psychological safety), and asynchronous because, Through the web, you can review the radio and television broadcasts or the sessions of learning, in case they have not heard or seen each other at the determined time. Regarding the main disadvantage or difficulty of the modality, it is Find the limited attention span of the child at an early age. Through of the television medium, there is a greater possibility of maintaining their attention, but in the case of the radial canal, this possibility decreases. Therefore, the accompaniment of the teacher and especially from parents, it is essential; however, the reality is that many of the parents are not available to do so during the hours, for example, in which process the television program. Finally, since this modality is emergent, in the sense that it had not been applied at the national level, nor in children under 6 years of age, the challenges they face translate into the existing digital divide, updating in the management of technologies for teacher performance and a subsequent evaluation to rescue the positive aspects and negatives of the strategy; and from this, take pertinent measures in the return to class, in face-to-face mode.
The objective of this research work is to make known that after the analysis of the reviewed bibliography, it is evident that the employability of the distance education is not recent in our country and much less in the world. Without However, in the context of the Covid-19 pandemic, its application has been enhanced in the public educational service; Of course, with certain modifications and/or adaptations. This has meant that the transmission of learning content and therefore the type of learning offered to Peruvian students, through the strategy "I learn at home", are framed in a hybrid modality of education to distance: “emergency remote teaching”. In the case of the Initial Education level, it could be said that the planning of the activities, takes into account the needs and/or learning characteristics of the children from 3 to 5 years. Among which stand out the need for exploration and of course of the game for the achievement of capacities, as pointed out by Piaget. This is justified in the incorporation of ludic strategies in the learning sessions. However, the distance education is identified by seeking self-learning, which at these ages It only occurs in informal learning, that is, in the discoveries that the student makes. child in his day to day. That is why, according to Vygotsky, mediation is required, that if well, before it was carried out by the teacher, today it is an action shared with the parents. On the other hand, regarding the types of learning that have been carried out in the development of "Aprendo en Casa", multimedia learning is present, due to the use of television and audiovisual resources on the website; The learning technologically improved, due to the complementary resources located on the platform; he active learning, since it invites the child to recognize what she understands and what she does not; and the combination of synchronous and asynchronous learning, synchronous through the media coordinated and established communication between parents and teachers for the accompaniment pedagogical and motivational (principle of psychological safety), and asynchronous because, Through the web, you can review the radio and television broadcasts or the sessions of learning, in case they have not heard or seen each other at the determined time. Regarding the main disadvantage or difficulty of the modality, it is Find the limited attention span of the child at an early age. Through of the television medium, there is a greater possibility of maintaining their attention, but in the case of the radial canal, this possibility decreases. Therefore, the accompaniment of the teacher and especially from parents, it is essential; however, the reality is that many of the parents are not available to do so during the hours, for example, in which process the television program. Finally, since this modality is emergent, in the sense that it had not been applied at the national level, nor in children under 6 years of age, the challenges they face translate into the existing digital divide, updating in the management of technologies for teacher performance and a subsequent evaluation to rescue the positive aspects and negatives of the strategy; and from this, take pertinent measures in the return to class, in face-to-face mode.
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Citation
Surichaqui Solano, S. M. (2021). La educación virtual y el aprendizaje en los niños menores de 6 años (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.