Características del aprendizaje de niños y niñas de 5 a 7 años sobreprotegidos/as por sus padres, de la unidad educativa “Mons. Francisco Dólera” de la ciudad de Daule, provincia del Guayas durante el año escolar 2013 –2014
The present study about the overprotection in children from 5 to 7 years old had its origin in a diagnosis carried out in the Unidad Educativa "Monseñor Francisco Dolera" of the town of Daule, Guayas province, during the school year 2013 - 2014. The objective was the: systematization of in...
| Autor Principal: | Ruiz Guerrero, Glenzer Zulema |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/10334 |
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| Sumario: |
The present study about the overprotection in children from 5 to 7 years old had its origin in a diagnosis carried out in the Unidad Educativa "Monseñor Francisco Dolera" of the town of Daule, Guayas province, during the school year 2013 - 2014. The objective was the: systematization of information on the development of boys and girls from 5 to 7 years which whom there was overprotection with and relate it to the educational process to be carried out in the family with the support of the institution, because the observed problems require a theoretical basis for their understanding. Thus it has been stated that the over-protected children have levels of excessive submission with incidence levels of cooperation in the classroom; docile attitudes give rise to abuse from other children; actions with behaviors of opposition, resulting in conflicts with their classmates and sometimes with educators; among others. To understand this problem in Chapter 1 is presented a characterization of development in boys and girls from 5 to 7 years of age, in the areas: cognitive, psychomotor and social; in Chapter 2 a revision of the scientific-pedagogical knowledge linked with child overprotection, in general terms is carried out; and Chapter 3 includes a systematization of contributions about the overprotection from the perspective of the institutions: school and family. The novelty of addressing the issue of children with strong dependence on adults lies in its growing presence in the classroom, situation that hinders the normal development of the teaching-learning processes. |
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