Examinando por Autor "Pérez Lujan, María Victoria"
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- ÍtemLa lúdica como estrategia pedagógica y didáctica para favorecer el proceso de transición entre el nivel preescolar y el grado primero, de la Institución Educativa Loma Linda, del Municipio de Itagüí(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Pérez Lujan, María Victoria; Sánchez Rojas, César AugustoThe process of transition from preschool to first grade level, has represented long ago a problem, which now more than before is has attracted interest, by looking at that really something delicate about. The sudden change of scenario and strategies of teaching and learning is evident. Are received from specialization in pedagogy of the ludic, thicken tools portfolio strategies and skills to develop in order to minimize the academic impact and gatherings of students before, during and after of the process of transition. In the research project The playful as pedagogical strategy and didactics to assist the process of transition between the preschool level and the first degree of the Loma Linda Educational Institution of the municipality of Itagui. Aims to assist in the process of transition, from the development of: first articulating the educational success of communities of learning and pedagogy of the playful performances, second: proposing leisure strategies that favor the process of transition (preschool-first) of the school population mentioned, and finally, to promote the playful as a transversal of the curriculum that encourages the school culture of the academic community as a whole. The procedure consisted of pose and run a proposal for intervention, told in 5 phases: Phase 1 diagnostic: in which we examine carefully the factors that lead to ensure the transition from preschool to grade properly not first in children, in the educational institution in I am a student. Phase 2 formulation: articulation between the educational actions of success of learning communities with the playful pedagogy must be determined. Phase 3: implementation: will try to provide a proposal for intervention to strengthen the transition of children from preschool to grade first. Phase 4 evaluation: monitoring and evaluation will be at the different stages of the project. And finally phase 5 social and educational impact: the results of the assessment provide important elements that value the social and educational impact of the project. All the above will be evident in the results that the students of the first grade show, in which the strategies and competences were the effective mediators to favor the transition process.