Dignostico de las caracteristica arquitectónicas de los espacios fisicos de las infraestructuras de las instituciones de educación inicial.
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Fecha
2010
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UNIVERSIDAD DE GUAYAQUIL: Facultad De Filosofía,Letras Y Ciencias De La Educación
Resumen
El propósito de este Proyecto, es aportar a la comunidad en general lineamientos
básicos sobre las características arquitectónicas de los espacios destinados a la
Educación Inicial para satisfacer las necesidades de l@s niñ@s, desde que
nacen hasta los cinco años de edad, apunta a identificar la manera de mejorar
las condiciones ambientales y físicas en el que desarrolla el ámbito educativo y
que inciden en la calidad del ambiente de enseñanza–aprendizaje y en la mejora
del bienestar integral de la niñez ecuatoriana. En el Ecuador hubo seis tipos de
intervenciones en la atención y educación a la primera infancia, realizada a
través del: Ministerio de Educación, Ministerio de Inclusión Económica y Social,
INNFA, Municipios, ONG’s y a nivel particular, pero ¿cuáles son los espacios
que requiere la infraestructura educativa para niñ@s entre 0 a 5 años de edad?
Aún no se logra mejorar la calidad de ellos, pese a las inversiones, lo que hace
necesario repensar y orientar la forma de cómo se conciben los espacios
educativos para el aprendizaje y las características que éstos deben tener, en
cada etapa de desarrollo de la niñez, el aporte del desarrollo de la neurociencia,
la utilización de métodos pedagógicos proactivos, como la arquitectura educativa
en otros países ofrecen ejemplos en los procesos pedagógicos en esos
espacios, cómo está la educación inicial a definir é identificar, cuáles son los
ambientes físicos de ese establecimiento que brindan calidad, conocer las
necesidades metodológicas para un proceso inicial orientado a incidir en la
calidad educativa acorde a la realidad para enfrentar cambios actuales y saber
sobre las “condiciones” en que se deben orientar; es decir, que todos los
espacios físicos de una educación inicial respondan a características, a
estándares de calidad, “Currículo”, dirigido a proponer lineamientos básicos para
el planeamiento, el diseño y las especificaciones de las nuevas construcciones
para cada grupo de edad.
The intention of this Project, is to contribute to the community in general basic lineaments on the architectonic characteristics of the spaces dedicated to the Initial Education to satisfy the necessities with children, since they are born until the five years of age, it points to identify the way to improve the environmental and physical conditions in which develops the educational environment and that they impact in the quality of the teaching-learning atmosphere and in the improvement of the integral well-being of the Ecuadorian childhood. In the Ecuador there were six types of interventions in the attention and education to the first childhood, carried out through the: Ministry of Education, Ministry of Economic and Social Inclusion, INNFA, Municipalities, ONG's and at particular level, but which are the spaces that that requires the educative infrastructure for children between cero to five years old? It still is not possible to improve the quality of them, in spite of the investments, that makes necessary to rethink and to guide the form of how the educational spaces are conceived for the learning and the characteristics that these should have, in each stage of development of the childhood, the contribution of the development of the neuroscience, the pedagogical use of proactive pedagogical methods, as the educational architecture in other countries offers examples in the pedagogic processes in those spaces, how the initial education is to define and to identify, which they are the physical atmospheres of that establishment that offer quality, to know the methodological necessities for an original process guided to impact in the quality educational chord to the reality to face current changes and to know on those “you condition” in that should be guided; that is to say that all the physical spaces of an initial education respond to characteristic, to standard of quality, “Curriculum”, managed to propose basic limits for the planning, the design and the specifications of the new constructions for each age group.
The intention of this Project, is to contribute to the community in general basic lineaments on the architectonic characteristics of the spaces dedicated to the Initial Education to satisfy the necessities with children, since they are born until the five years of age, it points to identify the way to improve the environmental and physical conditions in which develops the educational environment and that they impact in the quality of the teaching-learning atmosphere and in the improvement of the integral well-being of the Ecuadorian childhood. In the Ecuador there were six types of interventions in the attention and education to the first childhood, carried out through the: Ministry of Education, Ministry of Economic and Social Inclusion, INNFA, Municipalities, ONG's and at particular level, but which are the spaces that that requires the educative infrastructure for children between cero to five years old? It still is not possible to improve the quality of them, in spite of the investments, that makes necessary to rethink and to guide the form of how the educational spaces are conceived for the learning and the characteristics that these should have, in each stage of development of the childhood, the contribution of the development of the neuroscience, the pedagogical use of proactive pedagogical methods, as the educational architecture in other countries offers examples in the pedagogic processes in those spaces, how the initial education is to define and to identify, which they are the physical atmospheres of that establishment that offer quality, to know the methodological necessities for an original process guided to impact in the quality educational chord to the reality to face current changes and to know on those “you condition” in that should be guided; that is to say that all the physical spaces of an initial education respond to characteristic, to standard of quality, “Curriculum”, managed to propose basic limits for the planning, the design and the specifications of the new constructions for each age group.
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EDUCACIÓN INICIAL, ESTÁNDARES, INCLUSIÓN, ARQUITECTURA