Conductas Disruptivas en Niños de Educación Básica Elemental Del Colegio Torremar
Fecha
2020
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
Las conductas disruptivas son una problemática real presente en el colegio Torremar. Estas conductas, de acuerdo con varios autores, representan una serie de dificultades que afectan tanto al estudiante que las expresa como a quienes sufren sus consecuencias. El presente trabajo de investigación tuvo como objetivo describir las conductas disruptivas de los estudiantes de tercer año de educación básica elemental de la unidad educativa bilingüe Torremar. Para lograr esto se optó por una metodología cualitativo descriptivo, siendo los participantes niños entre siete y ocho años que cursaron el tercer año de educación básica del colegio Torremar. Los instrumentos y técnicas utilizados en la recolección de información fueron la entrevista profundidad, los reportes del DECE institucional y el grupo focal. El presente trabajo permitió identificar y describir los comportamientos disruptivos tipificados como graves, romper o dañar el material de trabajo personal y de los compañeros, y muy graves, sacar la mala seña al profesor, en el Código de Convivencia del Colegio Torremar. Se llegó a la conclusión que la dimensión más afectada es la de la relación individual; así como también no se encontraron evidencias de estrategias de intervención áulica para el cuerpo profesorado en la contingencia de estos comportamientos
Disruptive behaviors are a real problem present at Torremar school. These behaviors, according to several authors, represent a series of difficulties that affect both the student who expresses them and those who suffer their consequences. The present research work aimed to describe the disruptive behaviors of third grade students of elementary basic education of the Torremar bilingual educational unit. To achieve this, a qualitative methodology was chosen with a descriptive paradigm, with the participants being children between seven and eight years old who attended the third year of basic education at Torremar school. The instruments and techniques used to collect information were the in- depth interview, the institutional DECE reports and the focus group. The present work allowed to identify and describe the disruptive behaviors classified as serious and very serious in the Torremar School Coexistence Code. It was concluded that the dimension most affected is the individual relationship; as well as no evidence of classroom intervention strategies for the teaching body in the contingency of these behaviors was found
Disruptive behaviors are a real problem present at Torremar school. These behaviors, according to several authors, represent a series of difficulties that affect both the student who expresses them and those who suffer their consequences. The present research work aimed to describe the disruptive behaviors of third grade students of elementary basic education of the Torremar bilingual educational unit. To achieve this, a qualitative methodology was chosen with a descriptive paradigm, with the participants being children between seven and eight years old who attended the third year of basic education at Torremar school. The instruments and techniques used to collect information were the in- depth interview, the institutional DECE reports and the focus group. The present work allowed to identify and describe the disruptive behaviors classified as serious and very serious in the Torremar School Coexistence Code. It was concluded that the dimension most affected is the individual relationship; as well as no evidence of classroom intervention strategies for the teaching body in the contingency of these behaviors was found
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Conductas disruptivas, niñez, enseñanza-aprendizaje, educación básica