Estrategias psicopedagógicas Orientadas al desarrollo de normas, en niños que presentan conductas disruptivas en el jardín infantil conquistando el corazón de los niños ´´Bambinos´´ del municipio del Espinal-Tolima
No Thumbnail Available
Date
2023-12-06
Authors
Rodriguez Gonzalez, Lizeth Natalia
Advisors
Trujillo Segrega, Mónica Andrea
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
La presente investigación está fundamentada bajo el enfoque cualitativo, de tipo fenomenológico, y tiene como objetivo identificar las estrategias psicopedagógicas pertinentes para el desarrollo de normas disruptivas en el área escolar en los niños entre las edades de 3 a 7 años; para ello se implementan tres técnicas de recolección de información: entrevista semiestructurada dirigida a las docentes, un cuestionario aplicado a los padres de familia para identificar el estilo parental que manejan.
Finalmente, se logra evidenciar en el análisis de datos, que el 45% de las familias manejan el estilo parental democrático, el 45% implementan el negligente y el 10% autoritario, de esta manera se requiere del apoyo y orientación psicopedagógica; para ello se sugirió a las docentes encargadas que pongan en práctica estrategias como: juego de roles, economía de fichas y refuerzos positivos, como ayuda estas actividades en disminuir las conductas disruptivas, aumenta la autoestima de los niños, mejora la socialización y participación de los niños con el docente.
El siguiente trabajo esta soportado en el estado de arte, desde investigaciones realizadas a nivel internacional, nacional y local. El marco conceptual se basa en los conceptos claves relacionados con la primera infancia, estilos parentales, donde se reconoce que las reglas son patrones de comportamiento que permiten mantener un cierto orden y disciplina. Así mismo en el marco teórico se identifica que las conductas disruptivas pueden ser generadas por el abandono, la indiferencia, la poca disciplina, la inadecuada comunicación y los castigos, lo cual está inmerso en el estilo de crianza adoptado por la familia del niño-a. Cabe reconocer que los niños-as deben adaptarse a las condiciones ambientales, las características temperamentales, capacidades, fortalezas y calificaciones del niño, donde es importante que las normas o directrices del hogar sean claras. Al final se plantea el marco legislativo, en el cual se reflejan las leyes y regulaciones que aseguran la igualdad de acceso a una educación infantil integral y de calidad.
The present research is based on a qualitative, phenomenological approach, and aims to identify the relevant psychopedagogical strategies for the development of disruptive norms in the school area in children between the ages of 3 and 7 years; For this purpose, three information collection techniques are implemented: semi-structured interview aimed at teachers, a questionnaire applied to parents to identify the parenting style they use. Finally, it is evident in the data analysis that 45% of the families manage the democratic parenting style, 45% implement the negligent one and 10% authoritarian, in this way psycho-pedagogical support and guidance is required; To this end, it was suggested that the teachers in charge put into practice strategies such as: role play, token economy and positive reinforcement, as these activities help reduce disruptive behaviors, increase children's self-esteem, improve socialization and participation of children. Children with the teacher. The following work is supported by the state of the art, from research carried out at an international, national and local level. The conceptual framework is based on key concepts related to early childhood, parenting styles, where it is recognized that rules are patterns of behavior that allow maintaining a certain order and discipline. Likewise, the theoretical framework identifies that disruptive behaviors can be generated by abandonment, indifference, poor discipline, inadequate communication and punishments, which is immersed in the parenting style adopted by the child's family. It should be recognized that children must adapt to the environmental conditions, temperamental characteristics, abilities, strengths and qualifications of the child, where it is important that the rules or guidelines of the home are clear. At the end, the legislative framework is proposed, which reflects the laws and regulations that ensure equal access to comprehensive and quality early childhood education.
The present research is based on a qualitative, phenomenological approach, and aims to identify the relevant psychopedagogical strategies for the development of disruptive norms in the school area in children between the ages of 3 and 7 years; For this purpose, three information collection techniques are implemented: semi-structured interview aimed at teachers, a questionnaire applied to parents to identify the parenting style they use. Finally, it is evident in the data analysis that 45% of the families manage the democratic parenting style, 45% implement the negligent one and 10% authoritarian, in this way psycho-pedagogical support and guidance is required; To this end, it was suggested that the teachers in charge put into practice strategies such as: role play, token economy and positive reinforcement, as these activities help reduce disruptive behaviors, increase children's self-esteem, improve socialization and participation of children. Children with the teacher. The following work is supported by the state of the art, from research carried out at an international, national and local level. The conceptual framework is based on key concepts related to early childhood, parenting styles, where it is recognized that rules are patterns of behavior that allow maintaining a certain order and discipline. Likewise, the theoretical framework identifies that disruptive behaviors can be generated by abandonment, indifference, poor discipline, inadequate communication and punishments, which is immersed in the parenting style adopted by the child's family. It should be recognized that children must adapt to the environmental conditions, temperamental characteristics, abilities, strengths and qualifications of the child, where it is important that the rules or guidelines of the home are clear. At the end, the legislative framework is proposed, which reflects the laws and regulations that ensure equal access to comprehensive and quality early childhood education.
Description
Generar las estrategias psicopedagógicas pertinentes para el desarrollo de normas en el área escolar en los niños entre las edades de 3 a 7 años.
Keywords
Conductas disruptivas, Estrategias psicopedagógicas, Normas, Estilos parentales, Disruptive behaviors, Psychopedagogical strategies, Norms, Parenting
styles