Licenciatura en Educación Infantil

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http://hdl.handle.net/11371/4949

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Las Tertulias Literarias Dialógicas en la Comprensión Lectora de los estudiantes del Áula Multigrado de laInstitución Educativa Técnica Agropecuaria de Úmbita de la Sede de Altamizal.
(2024-02-14) Castrillón Guacheta, Leidy Julieth; Romero Oyola, Martha Liseth; Rengifo Guerrero, Elizabeth
Este trabajo va dirigido a niños de las edades entre 5 a 12 años (multigrado), se desarrolló en la Institución Educativa Técnica Agropecuaria de Umbita en la Sede de Altamizal en Umbita, Boyacá, allí desarrollamos diferentes actividades las cuales nos ayudaron a orientar nuestro proyecto y enfatizamos en las Tertulias Literarias Dialógicas las cuales las orientamos a través de cuentos, poemas, cortometrajes cortos, obras de teatro con lecturas y cuentos de preguntas fortaleciendo en los estudiantes no solo el vocabulario, la ortografía y redacción, sino que también incrementar su comprensión lectora. En el programa viva la escuela del Ministerio de Educación Nacional está basado en el aprendizaje dialógico, el cual se sustenta en los siguientes principios: Diálogo Igualitario, Inteligencia Cultural, Transformación, Solidaridad, Creación de Sentido, Dimensión Instrumental y la Igualdad de Diferencias, los cuales se concretan en actuaciones educativas de éxito. Nos basamos en las Tertulias Literarias Dialógicas porque a través de ellas los niños/as pudieron comprender la lectura de una manera didáctica, lúdica y significativa permitiéndoles participar de distintos cuentos e interactuar con el público acerca de lo que se leía. En la escuela se pudo observar que la mayor problemática era que los niños no tenían un acompañamiento por parte de sus padres en el área de lectura, escritura y comprensión lectora y esto estaba afectando su parte académica. Por otra parte, la docente utiliza las cartillas, como apoyo de la enseñanza, dando por hecho que había un aprendizaje significativo por parte de los niños.
Fortalecimiento de las habilidades para la vida de niños, niñas y jóvenes en contexto hospitalario.
(2023-12-15) Buitrago Palomino, Luisa Fernanda; Garzón Bonilla, Luz Ángela; Cobilla Conde, Valentina; García Cano, Lupe
La investigación “Fortalecimiento de habilidades para la vida de niños, niñas y jóvenes en contexto hospitalario”, busca caracterizar las emociones de los niños, niñas y jóvenes en ambiente hospitalario y por lo tanto tiene como objetivo general el diseño de una propuesta pedagógica que las incluya y que por tanto posibilite el desarrollo de habilidades para la vida. La investigación se desarrolló bajo la metodología de investigación acción, ya que con este tipo de metodología permite que el docente investigador indague en su entorno práctico. La población no fue fija sino flotante y corresponde a menores de edad. Dentro de los resultados de análisis surgieron dos categorías principales, la primera categoría denominada Necesidades de la Vida en la cual, se encuentran las subcategorías familia, mascotas, arte, escritura, comida, música, y deporte y la segunda categoría Pedagogía en ambiente hospitalario. Además, o es de resaltar que dentro del ambiente hospitalario se presentan interrupciones por parte del personal de la salud tanto del hospital como de los practicantes o residentes, los cuales ingresaban a realizar valoración, terapia o traslados a exámenes mientras se desarrollaban las actividades con los E-P, por lo que varias veces se dejaba la actividad inconclusa o pendiente para luego de la terapia, examen o revisión médica. Como recomendaciones esta investigación sugiere que la planeación de las clases y actividades sean flexibles adaptándose al tiempo y espacio en que se encuentran los niños, niñas y jóvenes. E igualmente se sugiere que dentro de las planeaciones se fortalezca la enseñanza y el aprendizaje mediados por la lúdica sin que esta última prevalezca sobre las primeras.
La incidencia en la aplicabilidad de las inteligencias múltiples en las escuelas tradicionales frente a las escuelas modernas
(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Guataquira Hipólito, Paula Andrea; Jaimes Villamil, Tatiana Andrea; Rengifo Guerrero, Elizabeth
Since in some institutions the traditional teaching modality is still used, where some intelligences are validated, which they call the most important and others that are not so important that are taken as hobbies or intelligences that are filler, establishing themselves as areas, it is seen the need to make a comparison between the proposed education of those traditional schools that still exist and those where education is modern, and see the benefits that the applicability and validity that multiple intelligences bring when adapting them to said forms of teaching already mentioned. Individuals are taken as beings receptive to the information given by superiors, invalidating their interests, their own knowledge and, above all, their contribution to society. class, taking the place of the school as the only transmitter of formal information, speaking of existing traditional schools, while in modern schools, their methodology is based on adapting to the context and also responding to the different needs of the student, again taking take into account one's own interests in order to carry out this process more effectively. It is necessary to learn to learn, in this way you acquire a different perspective of a concept or information that you already had as prior and also give it a new function as an alternative solution to the variety of situations that may arise on a daily basis. , thus strengthening intelligence and also promoting their development, for this the The teaching staff plays an important role in this process, since they are the ones who accompany each stage of the development of these skills and stimulate multiple intelligences according to their didactics in order to reach the final result of having contributed to this process of training integral social beings.
Emociones, camino hacia la reflexión y comprensión de la dimensión socio afectiva en la infancia migrante.
(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Matias Pulido, Nathaly Lorena; Rengifo Guerrero, Elizabeth
The main objective of this research project was to strengthen and reflect on the socio-affective dimension of boys and girls in the classroom, particularly those who were in a state of migration. To achieve this, a pedagogical proposal was designed and developed that included the implementation of a social cartography in the town of Santa Fe in Bogotá, in the vicinity of CIAMI (Integrated Center of Attention to Migrants of Bogotá). The purpose of this social cartography was to evaluate and identify the specific needs of children in migration conditions. As part of the pedagogical proposal, a workshop focused on emotions was carried out, with the aim that children could learn and identify how to manage their own emotions. In addition, collaborative work between children and their peers was promoted, encouraging interaction and mutual support. Through this activity, we sought to strengthen the socio-affective dimension of children in migration, providing them with tools to develop emotional and social skills that would allow them to adapt and prosper in their new environment. The methodology used by action research through observations, interviews and surveys conducted both with the participating children and with the teachers and professionals involved in CIAMI. beef. These data were analyzed and evaluated to identify the specific needs and challenges of children on the move, as well as to assess the impact of the workshop on emotions and collaborative work. The results obtained showed that the implementation of the pedagogical proposal, in particular the workshop on emotions and the promotion of collaborative work, had a positive impact on strengthening the socio-affective dimension of children in migration conditions. Improvements were seen in their ability to identify and manage their emotions, as well as a greater sense of belonging, support, and connection with their peers. In conclusion, this research project highlighted the importance of recognizing and work on the socio-affective dimension of children in the classroom, especially those in migration conditions. Through a pedagogical proposal that included social cartography and a workshop on emotions, it was possible to strengthen the socio-affective dimension of children, promoting their well-being and adaptation in the school environment. These findings provide knowledge and practical tools for teachers and professionals who work with children on the move, thus contributing to the creation of inclusive and enriching educational environments.
Nuevas relaciones de género en niños y niñas migrantes de la parroquia San Marcelino Champagnat.
(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Culma Reina, Alexa Viviana; Rengifo Guerrero, Elizabeth
Equity is the base term used in this research, which seeks to design a proposal that, based on playfulness, generates experiences that strengthen gender relations in the family, emphasizing the Venezuelan migrant population that over time has has increased in the national territory; According to the (Foreign Ministry, 2022) "Colombia is the country that has received the largest flow of Venezuelan refugees and migrants in the world: 2.48 million, according to official figures." (first paragraph). It is important to note that Organizations such as (UNHCR, 2022) warn that "the risk of displaced women and girls suffering gender violence is increasing" (first paragraph), this is due to economic inequality, few job opportunities due to lack of documentation and the inflation that the country currently presents. country. In this sense, from the point of view of teachers in early childhood education, it is necessary to carry out an approach where migrant and non-migrant families from the town of Usme are visualized, observing how they develop in their day to day, from the perspective of equity of gender, work, family care, above all, upbringing of boys and girls. Now, from observation It is important to know how the teacher deals with cultural diversity and, in turn, how he strengthens the processes in which the student requires accompaniment. When talking about new gender relations, the aim is to emphasize two key aspects: the first, is it important that the Usme community, Alfonso López, recognize the term “gender relations”? and second, how from the teacher's point of view does it contribute to generate experiences towards new gender relations that promote equity? With this, specific objectives are born that help to answer these

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