Fortalecimiento en el desarrollo social y creativo desde el arte a niños autistas de primera infancia.
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Date
2025-05-07
Advisors
Editors
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Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Monografía
Rights
Acceso Restringido - http://purl.org/coar/access_right/c_16ec
Abstract
El presente proyecto investigativo desarrolla un estudio de caso real sobre el autismo en la infancia, con el propósito de analizar cómo fortalecer los procesos de desarrollo social y creativo en niños autistas en etapa de primera infancia a través del arte. En este contexto, los centros de atención infantil para la educación inicial enfrentan el desafío de formar a niños y niñas neurodiversos, quienes poseen formas distintas de aprendizaje que, con frecuencia, son interpretadas erróneamente como dificultades. Por esta razón, se hace imperativo diseñar e implementar estrategias pedagógicas que respondan a sus necesidades particulares, permitiendo procesos formativos estructurados y pertinentes. Este estudio se enmarca en el trabajo desarrollado en el Centro Infantil Ricardo Ángel Villa, ubicado en el municipio de Medellín.
El plan investigativo, es de enfoque cualitativo con orientación hermenéutica, adopta un método descriptivo aplicado a la experimentación de situaciones educativas. Su propósito es reflexionar sobre el aporte de diversos lenguajes artísticos (visuales, auditivos y kinestésicos) como medio para proponer ajustes pertinentes en las prácticas pedagógicas, a partir de una revisión sistemática de fuentes teóricas y la exploración del contexto educativo. Los hallazgos del ejercicio reflexivo evidencian que el modelo pedagógico analizado resulta pertinente, inclusivo y participativo, en coherencia con los principios de los ajustes razonables. Asimismo, se identificó la necesidad de que los agentes educativos trabajen articuladamente con profesionales internos y externos, especializados en el abordaje del trastorno del espectro autista. En este sentido, se considera fundamental la estructuración de planes psicoeducativos que favorezcan el desarrollo integral de los niños y las niñas autistas en la educación inicial, promoviendo una mejor calidad de vida mediante el fortalecimiento de los vínculos socioafectivos entre los distintos actores del proceso formativo.
This research project presents a real case study on childhood autism, aiming to analyze how to strengthen social and creative development processes in autistic children during early childhood using art. In this context, early childhood education centers face the challenge of educating neurodiverse boys and girls, who have different ways of learning that are often mistakenly perceived as learning difficulties. Therefore, it is essential to design and implement pedagogical strategies that address their specific needs, enabling well-structured and relevant educational processes. This study is framed within the work carried out at the Ricardo Ángel Villa Early Childhood Center, located in the city of Medellín. This study, with a qualitative approach and hermeneutic orientation, adopts a descriptive method applied to the experimentation of educational situations. Its purpose is to reflect on the contribution of various artistic languages (visual, auditory, and kinesthetic) to propose relevant adjustments in pedagogical practices, based on a systematic review of theoretical sources and an exploration of the educational context. The findings from the reflective process indicate that the analyzed pedagogical model is relevant, inclusive, and participatory, in alignment with the principles of reasonable accommodations. Furthermore, the need for educational agents to work collaboratively with both internal and external professionals specialized in addressing autism spectrum disorder was identified. In this regard, the structuring of psychoeducational plans is considered essential to support the holistic development of children in early education, promoting a better quality of life through the strengthening of socio-affective bonds among the various actors involved in the educational process.
This research project presents a real case study on childhood autism, aiming to analyze how to strengthen social and creative development processes in autistic children during early childhood using art. In this context, early childhood education centers face the challenge of educating neurodiverse boys and girls, who have different ways of learning that are often mistakenly perceived as learning difficulties. Therefore, it is essential to design and implement pedagogical strategies that address their specific needs, enabling well-structured and relevant educational processes. This study is framed within the work carried out at the Ricardo Ángel Villa Early Childhood Center, located in the city of Medellín. This study, with a qualitative approach and hermeneutic orientation, adopts a descriptive method applied to the experimentation of educational situations. Its purpose is to reflect on the contribution of various artistic languages (visual, auditory, and kinesthetic) to propose relevant adjustments in pedagogical practices, based on a systematic review of theoretical sources and an exploration of the educational context. The findings from the reflective process indicate that the analyzed pedagogical model is relevant, inclusive, and participatory, in alignment with the principles of reasonable accommodations. Furthermore, the need for educational agents to work collaboratively with both internal and external professionals specialized in addressing autism spectrum disorder was identified. In this regard, the structuring of psychoeducational plans is considered essential to support the holistic development of children in early education, promoting a better quality of life through the strengthening of socio-affective bonds among the various actors involved in the educational process.
Description
Analizar cómo fortalecer los procesos de desarrollo social y creativo desde el arte en niños autistas en etapa de primera infancia del Centro Infantil Ricardo Ángel Villa.
Keywords
Autism, social skills, artistic languages, learning, early childhood, autismo, habilidades sociales, lenguajes artísticos, aprendizaje, primera infancia