Estrategias didácticas para desarrollar la identidad personal en los niños de 5 años de Educación inicial de la I.E Nº 010 de Miraflores – Jaén.
Loading...
Date
2023-10-30
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Este trabajo de investigación tuvo como objetivo principal formular estrategias didácticas para fortalecer la identidad personal de los niños de cinco años de la Institución Educativa Inicial N° 010 de Miraflores, de la ciudad de Jaén en el 2022.
Se utilizó un diseño descriptivo propositivo. La muestra se seleccionó de manera intencional, por conveniencia, estuvo conformada por 25 niños de cinco años de edad del nivel educativo inicial.
Para la recolección de información, se utilizó como técnicas la observación y la encuesta. La validez de los instrumentos se realizó mediante el juicio de expertos.
Los resultados encontrados indican que el 48% de niños de cinco años se ubican en el nivel “inicio” en el desarrollo de la identidad personal. Que el nivel de desarrollo en la dimensión valorarse a sí mismo el 52% está “en inicio” y el nivel de desarrollo de la dimensión autorregulación de emociones el 52% están “en proceso”. Además, el accionar de la docente del aula, respecto a las estrategias didácticas está signada por la actividad lúdica, el protagonismo de los niños, con los escenarios pedagógicos, el trabajo colaborativo, la toma de conciencia de las características personales y la autorregulación emocional de los niños.
The main objective of this research work was to formulate didactic strategies to strengthen the personal identity of five-year-old children from the Initial Educational Institution No. 010 of Miraflores, in the city of Jaén in 2022. A proactive descriptive design was used. The sample was selected intentionally, for convenience, it consisted of 25 five-year-old children from the initial educational level. For the collection of information, observation and survey techniques were used. The validity of the instruments was carried out through expert judgment. The results found indicate that 48% of five-year-old children are located at the "beginning" level in the development of personal identity. That the level of development in the dimension valuing oneself 52% is "in the beginning" and the level of development of the dimension self-regulation of emotions 52% are "in process". In addition, the actions of the classroom teacher, with respect to didactic strategies, are marked by playful activity, the prominence of children, with pedagogical scenarios, collaborative work, awareness of personal characteristics and emotional self-regulation of children.
The main objective of this research work was to formulate didactic strategies to strengthen the personal identity of five-year-old children from the Initial Educational Institution No. 010 of Miraflores, in the city of Jaén in 2022. A proactive descriptive design was used. The sample was selected intentionally, for convenience, it consisted of 25 five-year-old children from the initial educational level. For the collection of information, observation and survey techniques were used. The validity of the instruments was carried out through expert judgment. The results found indicate that 48% of five-year-old children are located at the "beginning" level in the development of personal identity. That the level of development in the dimension valuing oneself 52% is "in the beginning" and the level of development of the dimension self-regulation of emotions 52% are "in process". In addition, the actions of the classroom teacher, with respect to didactic strategies, are marked by playful activity, the prominence of children, with pedagogical scenarios, collaborative work, awareness of personal characteristics and emotional self-regulation of children.
Description
Keywords
Identidad personal, estrategias didácticas, autorregulación de emociones, valorarse a sí mismo, Personal identity, didactic strategies, self-regulation of emotions, valuing oneself
