Crecimiento, desarrollo y aprendizaje de los niños del I ciclo de educación inicial
Date
2017-12-14
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación es la gran parte de las investigaciones del crecimiento, desarrollo y aprendizaje de los niños del primer ciclo de Educación Inicial se centran en la evaluación del impacto de las intervenciones profesionales y en desarrollar buenas prácticas. Sin embargo, las intervenciones no se presentan de manera casual.
Por tal motivo, los objetivos generales de la instrucción inicial siempre serán de impulsar el progreso completo de los niños en los ámbitos de atención nutricional, de salubridad, recreación e instrucción; previniendo, descubriendo y resolviendo adecuadamente los peligros sociales, biológicos y educativos que amenacen alterar el progreso del niño.
Además, el pensamiento pedagógico que nuestra sociedad y nuestro Ministerio de Educación tiene sobre la labor del docente nos hace garantes y conscientes del respeto y la ejecución de los privilegios y necesidades de los niños del primer ciclo de Educación Inicial. La oportuna y susceptible intervención del docente en el progreso completo de los niños sugieren que se establezca en el ambiente educativo a manera de un organizador de sus progresos biológicos, culturales, éticos y colectivos. Así mismo, siendo necesario y oportuno la interrelación docente-estudiante, el maestro procura contribuir al crecimiento, desarrollo y aprendizaje en toda interacción con el estudiante basándose en esta convicción: “lo adecuado de la instrucción Inicial es el cuidado y acompañamiento cariñoso e inteligente”, fomentando así el crecimiento, desarrollo y aprendizaje óptimo de los niños del primer ciclo de educación inicial.
The objective of this research work is the great part of the research on the growth, development and learning of children in the first cycle of Initial Education is focused on evaluating the impact of professional interventions and developing good practices. However, the interventions are not presented casually. For this reason, the general objectives of initial instruction will always be to promote the complete progress of children in the areas of nutritional care, health, recreation and instruction; preventing, discovering and adequately solving the social, biological and educational dangers that threaten to alter the child's progress. In addition, the pedagogical thinking that our society and our Ministry of Education have about the work of the teacher makes us guarantors and aware of the respect and execution of the privileges and needs of children in the first cycle of Initial Education. The timely and susceptible intervention of the teacher in the complete progress of the children suggests that they establish themselves in the educational environment as an organizer of their biological, cultural, ethical and collective progress. Likewise, being necessary and opportune the teacher-student interrelation, the teacher tries to contribute to the growth, development and learning in all interaction with the student based on this conviction: "the appropriateness of the Initial instruction is the care and loving and intelligent support" , thus promoting the growth, development and optimal learning of children in the first cycle of initial education.
The objective of this research work is the great part of the research on the growth, development and learning of children in the first cycle of Initial Education is focused on evaluating the impact of professional interventions and developing good practices. However, the interventions are not presented casually. For this reason, the general objectives of initial instruction will always be to promote the complete progress of children in the areas of nutritional care, health, recreation and instruction; preventing, discovering and adequately solving the social, biological and educational dangers that threaten to alter the child's progress. In addition, the pedagogical thinking that our society and our Ministry of Education have about the work of the teacher makes us guarantors and aware of the respect and execution of the privileges and needs of children in the first cycle of Initial Education. The timely and susceptible intervention of the teacher in the complete progress of the children suggests that they establish themselves in the educational environment as an organizer of their biological, cultural, ethical and collective progress. Likewise, being necessary and opportune the teacher-student interrelation, the teacher tries to contribute to the growth, development and learning in all interaction with the student based on this conviction: "the appropriateness of the Initial instruction is the care and loving and intelligent support" , thus promoting the growth, development and optimal learning of children in the first cycle of initial education.
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Citation
Loayza Rojas, M. C. (2017). Crecimiento, desarrollo y aprendizaje de los
niños del I ciclo de educación inicial (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle. Lima, Perú.