Prácticas pedagógicas para la enseñanza de la lectura y escritura en primera infancia y su relación con el desempeño académico en la IEAN
This paper shows the obtained outputs from the research called: Pedagogical practice for the teaching of reading and writing in early childhood and its relation with the academic performance of students of the IEAN (Antonio Nariño Educational Institute). It was considered very important to carry it...
| Autor Principal: | Mancera de la Cruz, Luz Regina |
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| Otros Autores: | Valverde Romero, Elvira Eugenia |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Educación, Ciencias Humanas y Sociales
2018
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/5756 |
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| Sumario: |
This paper shows the obtained outputs from the research called: Pedagogical practice for the teaching of reading and writing in early childhood and its relation with the academic performance of students of the IEAN (Antonio Nariño Educational Institute). It was considered very important to carry it out taking into account that the academic development of students during last years has shown poor results in the different study areas, and teachers state it is due to children do not know read or writing. That is why; it was advisable to analyze that relationship, in order to glance at the teacher's daily work and applying the necessary correctives to overcome the shortcomings that arise. The methodology used was guided from the ethnographic qualitative research approach. Data collection was performed by means of the application of techniques such as focus group interview, documentary review and observations. The obtained outcomes show us clearly that he pedagogical practice of IEAN's professors is largely framed in the traditional method for teaching reading and writing, which has an impact on the academic performance of students, since it is required motivated children for reading and writing, by means of different strategies, activities, methodologies, inter alia, in order to transform the practice, according to the needs and the context in which students are immersed |
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