Técnicas activas y desarrollo de la creatividad en niños y niñas del primer año básico de la zona urbana cantón Ventanas
Fecha
2014
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Universidad de Guayaquil Facultad de Filosofia, Letras y Ciencias de la Educación
Resumen
La investigación que se desarrolla en este documento tiene que ver con las
técnicas activas, las mismas que son aquellas actividades que se pueden
ejecutar en el aula para motivar el desarrolla de alguna habilidad en el
estudiante, puede ser motriz, social o psíquica. Esto quiere decir que vienen
diseñadas para cumplir distintos roles en diferentes circunstancias. En tanto
que la creatividad es asumida como una habilidad mental que se desarrolla a
partir de la práctica de acciones o ejercicios orientados a abonar ideas del
lector o escucha. Por lo que conlleva, de hecho, el desarrollo del pensamiento
creativo, que a su vez es una condición para el pensamiento crítico. Lo que el
niño experimenta con sus juguetes al desarmarlos le permite desarrollar su
creatividad, sin embargo, los adultos no les permitimos esta posibilidad.
También está presente el proceso enseñanza-aprendizaje como una variable
interviniente lo que se define como el hacer del docente con el estudiante en el
aula y en los demás ambientes propicios para esta actividad. Para ello se
requiere de una previa preparación de lo que se pretende lograr, con qué
recursos y a quiénes pretende beneficiar. De ello depende que el proceso dé
buenos resultados o se cae en el fracaso. Esto último ocurre cuando
improvisamos el proceso. Con ello se busca aliviar una situación que aqueja a
la educación de los niños y niñas de primer año de educación general básica
para potenciar el desarrollo personal, familiar y social. La metodología que se
empleará en la investigación está debidamente organizada a tal punto que
permita su ejecución sin ningún contratiempo. El problema surgió como una
necesidad sentida por docentes que se desempeñan en este nivel y año, lo
cual se manifiesta en cada evento de capacitación que asistimos.
The research carried out in this paper is concerned with active techniques, the same as are those activities that can be performed in the classroom to motivate develops some ability on the student, may be driving, social or psychological. This means you are designed to fulfill different roles in different circumstances. While creativity is assumed as a mental skill that develops from the practice of actions or exercises to fertilize ideas reader or listener. It involved, in fact, the development of creative thinking, which in turn is a prerequisite for critical thinking. What the child experiences with his toys to disarm allows you to develop your creativity, however, adults do not allow this possibility. Also present teaching-learning process as an intervening variable which is defined as the teacher to the student in the classroom and other environments for this activity. This requires a prior preparation of what is to be achieved, what resources and who is intended to benefit. It depends on the process yield good results or falls in failure. The latter occurs when the process improvise. It seeks to alleviate a situation which afflicts the education of children in the first year of basic general education to enhance personal development, family and social. The methodology used in the research is properly organized to the point that allows execution without a hitch. The problem arose as a need felt by teachers working at this level and year, which is manifested in each training event we attended
The research carried out in this paper is concerned with active techniques, the same as are those activities that can be performed in the classroom to motivate develops some ability on the student, may be driving, social or psychological. This means you are designed to fulfill different roles in different circumstances. While creativity is assumed as a mental skill that develops from the practice of actions or exercises to fertilize ideas reader or listener. It involved, in fact, the development of creative thinking, which in turn is a prerequisite for critical thinking. What the child experiences with his toys to disarm allows you to develop your creativity, however, adults do not allow this possibility. Also present teaching-learning process as an intervening variable which is defined as the teacher to the student in the classroom and other environments for this activity. This requires a prior preparation of what is to be achieved, what resources and who is intended to benefit. It depends on the process yield good results or falls in failure. The latter occurs when the process improvise. It seeks to alleviate a situation which afflicts the education of children in the first year of basic general education to enhance personal development, family and social. The methodology used in the research is properly organized to the point that allows execution without a hitch. The problem arose as a need felt by teachers working at this level and year, which is manifested in each training event we attended
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TÉCNICAS ACTIVAS, CREATIVIDAD, ENSEÑANZA-APRENDIZAJE