Prácticas de enseñanza de relaciones lógico – matemáticas en el Centro de Educación Inicial Banco Ecuatoriano de la Vivienda.
The research presented in this report was carried out from a qualitative approach and descriptive court. Was raised as a general objective to describe how they are structured and applied teaching practices between logical-mathematical Initial sublevel 2 children (4 years old) at the Center for...
| Autor Principal: | Chávez Vaca, Sara Daniela |
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| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado: |
2016
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/12160 |
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| Sumario: |
The research presented in this report was carried out from a qualitative approach and
descriptive court. Was raised as a general objective to describe how they are
structured and applied teaching practices between logical-mathematical Initial
sublevel 2 children (4 years old) at the Center for Early Education "Ecuadorian
Housing Bank", for which fieldwork took place between May 22 and June 15, 2015.
They opted for a case study and direct observation techniques and semi-structured
interview were used. This, according to also meet specific objectives: identify both
theoretical and methodological conceptions that serve as the basis for such practices
and analyze their impact, as characterize the processes that shape them. Thus, among
the most relevant results, it was found that those teaching practices are realized in
phases (proactive, interactive and postactive), with their respective stages (One and
Two), tasks (review / selection of content and preparation thereof) and activities (in
terms of teaching). In addition, the selected unit of analysis, although no direct
knowledge of the theory refers to these Phases, stages, tasks and activities-and was
addressed in "Theoretical and conceptual rationale", especially given his extensive
teaching experience teacher with nursery, the structure and applied consistent with
the main concepts that have set standards in the pursuit of quality education at an
early age, and have the foundation for Early Education Curriculum (2014). |
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