Prácticas de enseñanza de iniciación a la lecto-escritura en educación inicial en el Jardín de infantes Gabriela Mistral
This paper is a study case done on teaching practices on initiation to literacy in early childhood education in the kindergarten Gabriela Mistral from city of Quito; where the intentions were to sought and identify how teaching practice initiation conforms to literacy in the school every day....
| Autor Principal: | Guarderas Jácome, Michelle Estefanía |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/12171 |
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| Sumario: |
This paper is a study case done on teaching practices on initiation to literacy in early
childhood education in the kindergarten Gabriela Mistral from city of Quito; where the
intentions were to sought and identify how teaching practice initiation conforms to
literacy in the school every day.
To approach the study was considered based on the constructivist, naturalist and
cognitive science theories. It has also considered the study of practice and teaching
styles from the perspective of Letwin.
At work titling the three phases of the theory of Letwin in which it is spoken in the
first phase of the importance of pre-planning the class, in a second phase the need for
self-criticism of the training class to improve the observed class and, finally in the third
stage the need for teachers to assess the most relevant point in the class if students
understood what was taught to take action at that time to create meaningful learning.
It was proposed as general objective to analyze teaching practices in early childhood
education, to know the importance of them in learning literacy. The case analysis was
performed by observing, which has a qualitative approach where the ethnographic
method in order to obtain information on teaching practice in the daily work of teachers
employed. Techniques were used such as the interview, an observation sheets, and a
field journal. |
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