Factores que influyen en el comportamiento agresivo de los niños y niñas del hogar infantil “Solina Gallego”, de la ciudad de Medellín (Antioquia).

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dc.contributor.advisorVásquez Benitez, Lylliana
dc.contributor.authorBedoya Marin, Maydy Dorely
dc.contributor.authorHerrera Arenas, Zulima Patricia
dc.coverage.spatialBello (Antioquia)es_ES
dc.date.accessioned2020-03-27T20:14:11Z
dc.date.available2020-03-27T20:14:11Z
dc.date.issued2018-12-05
dc.descriptionIndagar acerca de los factores escolares y familiares que influyen en los comportamientos agresivos de los niños y niñas del grado jardín del Hogar Infantil “Solina Gallego” de la Ciudad de Medellín.es_ES
dc.description.abstractLa presente investigación de naturaleza cualitativa, tuvo como objetivo identificar los factores que influyen en el comportamiento agresivo de los niños y niñas del Hogar Infantil Solina Gallego del barrio Campo Valdés de la ciudad de Medellín, de igual manera, los comportamientos más comunes que realizan los niños en su entorno familiar. Teniendo en cuenta que primero se realiza un trabajo de investigación donde los autores principales son el grupo de grado Párvulos, los cuales constantemente presentaban acciones agresivas interfiriendo en la sana convivencia del aula. Los padres y docentes también hacen parte de esta investigación, no obstante, los padres y docentes evitan exponer los comportamientos agresivos en algunas situaciones. Se pudo evidenciar, que las acciones de los padres o vecinos influyen en estos comportamientos, de igual manera los medios de comunicación y el fácil acceso poco instructivo que los niños tienen a éstos, las nuevas tecnologías, el entorno político, la música; influyen enormemente de manera negativa, puesto que los niños son receptores de toda una problemática que se vive en la sociedad.es_ES
dc.description.abstractThe objective of this qualitative research was to identify the factors that influence the aggressive behavior of the children from the Solina Gallego Children's Home in the Campo Valdés neighborhood of the city from Medellín, as well as the most common behaviors carried out by children in your family environment Taking into account that first a research work is carried out where the main authors are the group of grade Párvulos, which constantly presented aggressive actions interfering in the healthy coexistence of the classroom. Parents and teachers are also part of this research, however parents and teachers avoid exposing aggressive behavior in some situations. It was evident that the actions of parents or neighbors influence these behaviors, in the same way the media and the easy instructive access that children have to them, new technologies, the political environment, music; they influence enormously in a negative way, since children are the recipients of all the problems that exist in society. That is why different thinkers and theorists are taken into account, one of them makes his contribution with the theory of social cognitive learning, Bandura (1986) which specifies that the human being learns from the observation of the social environment and acquires behaviors and learnings by the example them receive; It can be shown that the child imitates behaviors and attitudes of the world around him. Another pedagogue like Lev Vygotsky also makes his contribution with the theory of the importance of social learning. All of them offer very important arguments for the development of this investigation. In addition to the participation of families and teachers of this institution with questionnaires, there were also made with the children, observations about how infants behave in different spaces or playful corners, where it was evidenced that play areas such as the iv playground, where they have more interaction, they are the space where there are more physical aggressions between them. This is how recreational strategies proposed in the intervention project were implemented, in order to reach these interaction needs in a healthy way among the infants and in this way we get to the execution of recreational and recreational activities with the families where the child can learn to communicate, to feel, to express and produce a series of emotions oriented towards entertainment, fun, leisure, inducing joy, laughing, screaming and even crying, this being a true source of emotions, as Einstein (sf) expresses it , which affirms that the play promotes social development, the conformation of personality, evidence values, can be oriented to the acquisition of knowledge, enclosing a wide range of activities where pleasure, joy, creativity and knowledge. These theoretical instruments were established throughout the period established for this project, setting out a chronogram of activities where the pedagogical proposal was progressively contributed and with which a change in the behavior of the children of this institution is manifested.
dc.format.extent105 páginases_ES
dc.format.mimetypeaplication/pdfen_US
dc.identifier.citationBedoya, M., Herrera, Z. (2018). Factores que influyen en el comportamiento agresivo de los niños y niñas del hogar infantil “Solina Gallego”, de la ciudad de Medellín (Antioquia. (Trabajo de Grado). Corporación Universitaria Minuto de Dios, Bello-Colombia.es_ES
dc.identifier.urihttps://hdl.handle.net/10656/10062
dc.language.isoeses_ES
dc.publisherCorporación Universitaria Minuto de Dioses_ES
dc.publisher.departmentPregrado (Virtual y a Distancia)es_ES
dc.publisher.programLicenciatura en Educación Infantiles_ES
dc.rightsRestringido
dc.rights.accessrightsinfo:eu-repo/semantics/restrictedAccess
dc.sourcereponame:Colecciones Digitales Uniminutoes_ES
dc.sourceinstname:Corporación Universitaria Minuto de Dioses_ES
dc.subjectAgresividades_ES
dc.subjectFamiliaes_ES
dc.subjectConductaes_ES
dc.subjectJuegoes_ES
dc.subjectInteracciónes_ES
dc.subject.lembComportamiento-Niñoses_ES
dc.subject.lembAgresividad-Niñoses_ES
dc.subject.lembConvivenciaes_ES
dc.subject.lembPrimera infanciaes_ES
dc.titleFactores que influyen en el comportamiento agresivo de los niños y niñas del hogar infantil “Solina Gallego”, de la ciudad de Medellín (Antioquia).es_ES
dc.typeThesisen_US
dc.type.coarhttp://purl.org/coar/resource_type/c_46ec
dc.type.spaTrabajo de Gradoes_ES
dcterms.bibliographicCitationAfricano, S. Ochoa, A. & Romero, N. (2016). Estrategias de acompañamiento familiar que contribuyen al éxito escolar: la perspectiva de los estudiantes en ciclo inicial, uno y dos. Universidad de La Sabana. Chía, Cundinamarca. Recuperado de: https://intellectum.unisabana.edu.co/bitstream/handle/10818/24156/Sandra%20Milena%20Africano%20%20%28tesis%29.pdf?sequence=1&isAllowed=y
dcterms.bibliographicCitationAsamblea General. (1959). Declaración de los derechos del niño. Resolución 1386. Tomado el 12 de septiembre de 2018. Recuperado de: https://www.cidh.oas.org/Ninez/pdf%20files/Declaraci%C3%B3n%20de%2 0los%20Derechos%20del%20Ni%C3%B1o.pdf
dcterms.bibliographicCitationAsociación Mundial de Educadores Infantiles. (2008) Lo que los padres quieren saber de la educación de sus hijos. México Ed. Trillas (p.169)
dcterms.bibliographicCitationBalerdi, F. E. (2011). Videojuegos violentos y agresividad/Violent videogames and aggressive behavior. Pedagogía Social, (18), 31-39. Recuperado de: https://search.proquest.com/docview/1018420376?accountid=48797
dcterms.bibliographicCitationBandura, A. (1986). Aprendizaje cognoscitivo social. Tomado el 20 de nov. de 2016. Recuperado de: http://biblio3.url.edu.gt/Libros/2012/Teo-Apra/4.pdf

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