Evaluación de los modelos pedagógicos que se desarrollan en el Centro Infantil Laboratorio (CIL) de la Sede Rodrigo Facio, de la Universidad de Costa Rica.
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2017
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INIE
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El objetivo general del estudio fue analizar la coherencia entre los modelos pedagógicos que orientan la práctica educativa y la medición pedagógica que se realiza en el Centro Infantil Laboratorio(CIL) de la Sede Rodrigo Facio de la Universidad de Costa Rica. Los sujetos participantes en esta investigación se componen por el personal docente del CIL, una muestra de padres, madres o encargados y por último, una muestra de niños y niñas, en total 47 sujetos participantes.
Este estudio analizó las cinco propuestas pedagógicas desarrolladas durante el año 2015 en el CIL, estas son: Ecoanálisis como puerta de entrada a lo cotidiano; Educación Personalizada centrada en una visión contextual holista; Pedagogía Científica Montessori; la experiencia de educar, un reto de cada día, y por último, Currículo Integrado. Se realizó una indagación teórica de las cinco propuestas antes mencionadas, observaciones no participantes, 14 en total, en los grupos de las propuestas respectivas. Entre las conclusiones se mencionan las siguientes:
Una institución de educación preescolar como lo es el Centro Infantil Laboratorio (CIL), que tiene una trayectoria de más de 30 años de funcionamiento, atesora una vasta experiencia en la atención de niños y niñas en edad preescolar. Esta característica que lo distingue, sumada además a su naturaleza de centro infantil laboratorio, lo coloca como un modelo entre los centros infantiles de nuestro país.
De las cinco propuestas pedagógicas desarrolladas en el CIL, dos de ellas se han implementado por más de 20 años, estas son Pedagogía Científica Montessori, con 24 años y la propuesta Educación personalizada centrada en una visión holista, con 22 años. El trabajo que se realiza en ambas propuestas es el que presenta una mayor coherencia entre su fundamentación teórica y su puesta en práctica en el aula.
El conocimiento y la experiencia sobre ambas propuestas pedagógicas lo poseen las docentes encargadas, quienes las han implementado a lo largo de estos años; no obstante, no se apreciaron espacios para compartir tanto el conocimiento como la experiencia de estas docentes.
La propuesta pedagógica desarrollada en el grupo de Interactivo III, lLa experiencia de educar: el reto de cada día, tiene 6 años de implementarse en el CIL, se aprecia el esfuerzo de la docente encargada de poner en práctica esta propuesta, pues buscaenriquecerla y fortalecerla, lo cual es evidente por los materiales didácticos y actividades que realiza.
La propuesta pedagógica Currículo Integral se implementa a partir del año 2015 por decisión de sus docentes, lo cual les llevó a buscar apoyo profesional desde la carrera de Educación Preescolar de esta universidad. Estas docentes mantienen con ellas el proyecto de la huerta que implementaron años atrás con otra propuesta pedagógica, así como también un trabajo de educación ambiental que realizan de forma periódica en este grupo.
ABSTRACT: The general objective of the study was to analyze the coherence between the pedagogical models that guide the educational practice and the pedagogical mediation that the Child Care Center (CIL) carries out at the Rodrigo Facio Campus of the University of Costa Rica. The participants involved in this research are CIL teachers, a sample of parents o representatives, and lastly a sample of children for a total of 47 participants. This study analyzed the five pedagogical proposals developed throughout 2015 at the CIL. These are: Eco Analysis as a Gateway to Routine Activities; Personalized Education Focused on a Contextual Holistic Vision; Montessori Scientific Pedagogy; The Experience of Teaching, a Daily Challenge; and finally Integrated Curriculum. A theoretical search of the five proposals above-mentioned, non-participant observations, 14 total, in the groups of the corresponding proposals were conducted. Among the conclusions the following are mentioned: A preschool institution such as the CIL, which has a trajectory of more than 30 years, has a vast experience in the care of preschool children. This distinctive characteristic as well as its nature positions the CIL as a model among the child care centers in our country. Of the five pedagogical proposals developed at the CIL, two have been implemented for more than 20 years. These are the Montessori Scientific Pedagogy for 24 years; and the Personalized Education Focused on a Contextual Holistic Vision proposal for 22 years. The work done in both proposals is the one that presents a greater coherence between its theoretical foundation and its implementation in the classroom. The knowledge and experience on both pedagogical proposals are carried out by teachers in charge, who have implemented them over the years; however, no areas were appreciated to share both the knowledge and the experience of these teachers. The pedagogical proposal developed in the Interactive III group called The Experience of Teaching: a Daily Challenge has been implemented for 6 years in the CIL. The effort of the teacher in charge of implementing this proposal is appreciated because it seeks to enrich and strengthen it, which is evident by means of the didactic materials and activities carried out. The pedagogical proposal Integral Curriculum is implemented since 2015 as decided by its teachers, which led them to seek professional support from the Preschool Major of this University. These teachers still have the orchard project that they implemented years ago as another pedagogical proposal, as well as an environmental education project that they carry out periodically in this group.
ABSTRACT: The general objective of the study was to analyze the coherence between the pedagogical models that guide the educational practice and the pedagogical mediation that the Child Care Center (CIL) carries out at the Rodrigo Facio Campus of the University of Costa Rica. The participants involved in this research are CIL teachers, a sample of parents o representatives, and lastly a sample of children for a total of 47 participants. This study analyzed the five pedagogical proposals developed throughout 2015 at the CIL. These are: Eco Analysis as a Gateway to Routine Activities; Personalized Education Focused on a Contextual Holistic Vision; Montessori Scientific Pedagogy; The Experience of Teaching, a Daily Challenge; and finally Integrated Curriculum. A theoretical search of the five proposals above-mentioned, non-participant observations, 14 total, in the groups of the corresponding proposals were conducted. Among the conclusions the following are mentioned: A preschool institution such as the CIL, which has a trajectory of more than 30 years, has a vast experience in the care of preschool children. This distinctive characteristic as well as its nature positions the CIL as a model among the child care centers in our country. Of the five pedagogical proposals developed at the CIL, two have been implemented for more than 20 years. These are the Montessori Scientific Pedagogy for 24 years; and the Personalized Education Focused on a Contextual Holistic Vision proposal for 22 years. The work done in both proposals is the one that presents a greater coherence between its theoretical foundation and its implementation in the classroom. The knowledge and experience on both pedagogical proposals are carried out by teachers in charge, who have implemented them over the years; however, no areas were appreciated to share both the knowledge and the experience of these teachers. The pedagogical proposal developed in the Interactive III group called The Experience of Teaching: a Daily Challenge has been implemented for 6 years in the CIL. The effort of the teacher in charge of implementing this proposal is appreciated because it seeks to enrich and strengthen it, which is evident by means of the didactic materials and activities carried out. The pedagogical proposal Integral Curriculum is implemented since 2015 as decided by its teachers, which led them to seek professional support from the Preschool Major of this University. These teachers still have the orchard project that they implemented years ago as another pedagogical proposal, as well as an environmental education project that they carry out periodically in this group.
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EDUCACIÓN PREESCOLAR, MODELO EDUCACIONAL, CURRÍCULO (EDUCACIÓN), CONSTRUCTIVISMO (EDUCACIÓN), PRESCHOOL EDUCATION, EDUCATIONAL MODEL, CURRICULUM (EDUCATION)