El aprendizaje significativo en niños de 3 a 5 años, a través del trabajo por proyectos, basado en la filosofía Reggio Emilia
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2024-06-20
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Pontificia Universidad Católica del Perú
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El siguiente trabajo presenta la experiencia significativa basada en el trabajo por proyectos
bajo la filosofía Reggio Emilia como promotora de aprendizajes significativos.
Desde un cuestionamiento personal que se originó a partir de la escolaridad, al experimentar
una enseñanza tradicional, motivó durante la experiencia laboral, la búsqueda
de una pedagogía activa y respetuosa, discurriendo por diversos centros, hasta
conocer la filosofía Reggio Emilia. Por ello, se plantea la pregunta ¿Cómo se favorece
el aprendizaje significativo en los niños y niñas de 3 a 5 años a través del trabajo por
proyectos basados en la filosofía Reggio Emilia? Teniendo como objetivo describir la
propuesta por proyectos de la filosofía Reggio Emilia como generadora de aprendizajes
significativos en los niños. Utilizando la estrategia metodológica de la narrativa
reflexiva, que permitió reflexionar y reconstruir toda la experiencia vivida, reafirmando
como los niños aprendían motivados, centrados en sus intereses, logrando resultados
positivos en su desarrollo integral, por lo que podemos decir que se da un valor primordial
al trabajo por proyectos. Paralelamente se pudo reflexionar desde la narrativa
reflexiva el impacto que esta experiencia ha tenido en el desarrollo profesional y personal
en la tesista. Así como resaltar la formación recibida en la Facultad de Educación
de la PUCP, la cual ha dado los elementos necesarios para poder hacer la integración
y adaptación a las distintas realidades educativas y generar a su vez, con el apoyo de
la estrategia, aportes a la Facultad de Educación que permitan la formación de futuros
docentes con mayor calidad y centrados en el desarrollo integral del niño.
The following work presents the significant experience based on project work under the Reggio Emilia philosophy as a promoter of significant learning. Which arose from a personal questioning that originated from schooling, experiencing traditional teaching, which motivated the search for an active and respectful pedagogy during the work experience. Going through various centers, until I learned about the Reggio Emilia philosophy, incorporating it into my work as a teacher. From there the question arises: How is meaningful learning promoted in boys and girls aged 3 to 5 years through project work based on the Reggio Emilia philosophy? Aiming to describe the Reggio Emilia proposal as a generator of significant learning in children. Using the reflective narrative as a methodological strategy, which allowed us to reflect and reconstruct the entire experience, reaffirming how the children learned motivated, focused on their interests, achieving positive results in their comprehensive development, so we can say that a primary value is given to project work. At the same time, it was possible to reflect from the reflective narrative on the impact that this experience has had on the professional and personal development of the thesis student. As well as highlighting the training received at the Faculty of Education of the PUCP, which has provided the necessary elements to be able to make the integration and adaptation to the different educational realities and generate in turn, with the support of the strategy, the contributions to the Faculty of Education that allows the training of future teachers with higher quality and focused on the comprehensive development of the child.
The following work presents the significant experience based on project work under the Reggio Emilia philosophy as a promoter of significant learning. Which arose from a personal questioning that originated from schooling, experiencing traditional teaching, which motivated the search for an active and respectful pedagogy during the work experience. Going through various centers, until I learned about the Reggio Emilia philosophy, incorporating it into my work as a teacher. From there the question arises: How is meaningful learning promoted in boys and girls aged 3 to 5 years through project work based on the Reggio Emilia philosophy? Aiming to describe the Reggio Emilia proposal as a generator of significant learning in children. Using the reflective narrative as a methodological strategy, which allowed us to reflect and reconstruct the entire experience, reaffirming how the children learned motivated, focused on their interests, achieving positive results in their comprehensive development, so we can say that a primary value is given to project work. At the same time, it was possible to reflect from the reflective narrative on the impact that this experience has had on the professional and personal development of the thesis student. As well as highlighting the training received at the Faculty of Education of the PUCP, which has provided the necessary elements to be able to make the integration and adaptation to the different educational realities and generate in turn, with the support of the strategy, the contributions to the Faculty of Education that allows the training of future teachers with higher quality and focused on the comprehensive development of the child.
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Educación preescolar--Investigaciones, Aprendizaje significativo, Enseñanza--Metodología
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