Reflective activity in Preschool Children: Psychological and Educational Prospects
How to develop reflective thinking and what tools are most appropriate educational psychology to contribute to that outcome are matters of concern on an ongoing basis both in the field of psychology and in the field of education. Numerous investigations have addressed the issue of the formation of r...
| Autor Principal: | González Moreno, Claudia Ximena; Pontificia Universidad Javeriana |
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| Otros Autores: | Solovieva, Yulia; Universidad Autónoma de Puebla, Quintanar Rojas, Luis; Universidad Autónoma de Puebla |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2010
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/743 |
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| Sumario: |
How to develop reflective thinking and what tools are most appropriate educational psychology to contribute to that outcome are matters of concern on an ongoing basis both in the field of psychology and in the field of education. Numerous investigations have addressed the issue of the formation of reflective thought, but is concerned about the gap between scientific production and its application to the school to improve learning processes. This article presents a reflective analysis regarding the investigation carried out historical-cultural psychology (Vygotsky, 1984) and activity theory (Leontiev, 1975; Talizina, 2000) where it was aimed at implementing the method of play role in the formation of reflective thinking in preschool Colombian population. The study is of mixed design, which incorporates elements of quasi-experimental pre-post and descriptive, guided by principles of microgenetic methodology. To do this we worked with 48 children aged between five and six years, divided into two groups: control and experimental. The analysis pretest / post-test allowed observing changes in the activity of school children in the experimental group, group to which he applied the method of role play, after the intervention. The study presents an innovative form of assistance to the gradual formation of intellectual activity stages within the classroom, also constitutes a possibility of transforming current teaching practices |
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