Browsing by Author "Guevara Salazar, Leidy Ximena"
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Item Acerca de autores y pares evaluadores - Construcciones, aportes y elaboraciones en educación infantil(Editorial Universidad Santiago de Cali, 2020) Torres Rojas, Ingrid Selene; Mora Pedreros, Paula Andrea; Guerrero Ordoñez, Nathali; Rojas Monedero, Rosaura; Giraldo García, Luz Karime; Beltran, Gustavo Adolfo; Serna Agudelo, Blanca Nery; Carballo Marín, Katherynne; Coronel García, Gladis Cecilia; Pérez Rodriguez, Maryuri Paola; Guevara Salazar, Leidy Ximena; Correa Mosquera, Deicy; Giraldo Jara, Consuelo; Gómez Salamanca, Lina Piedad; Moreno Vega, Sandra Paola; Naranjo Molina, Erika Rocío; Giraldo Ospina, Martha Viviana; Rodríguez González, Yenny LorenaItem Caracterización del currículo en la primera infancia en la Institución Educativa “Casa Montessori Home & School” de la ciudad Santiago de Cali(Universidad Santiago de Cali, 2019) Guilombo Guilombo, Darly Julieth; Lozano Guerrero, María Alejandra; Guevara Salazar, Leidy XimenaItem Construcciones, aportes y elaboraciones en educación infantil(Editorial Universidad Santiago de Cali, 2020) Torres Roja, Ingrid Selene; Mora Pedreros, Paula Andrea; Guerrero Ordoñez, Nathali; Rojas Monedero, Rosaura; Giraldo García, Luz Karime; Adolfo Beltran, Gustavo; Serna Agudelo, Blanca Nery; Carballo Marín, Katherynne; Coronel García, Gladis Cecilia; Pérez Rodriguez, Maryuri Paola; Guevara Salazar, Leidy Ximena; Correa Mosquera, Deicy; Giraldo Jara, Consuelo; Gómez Salamanca, Lina Piedad; Moreno Vega, Sandra Paola; Naranjo Molina, Erika Rocío; Giraldo Ospina, Martha Viviana; Rodríguez González, Yenny Lorena;El Programa de Licenciatura en Educación Infantil, con acreditación en Alta Calidad según resolución 16806 del 19 de agosto de 2016 y el Grupo de Investigación en Pedagogía Infantil categoría A de Colciencias, de la Facultad de Educación, han venido trabajando en alianzas estratégicas con otras universidades a nivel nacional que tienen en su oferta académica, programas de formación en Educación Inicial; la articulación, está direccionada hacia la consolidación de la cultura investigativa de la Universidad Santiago de Cali. En el marco de la celebración de los 25 años del Programa de Licenciatura en Educación Infantil, se publica un compendio de temáticas que da cuenta de las construcciones, aportes y elaboraciones de diferentes docentes y estudiantes investigadores tanto del programa como de las licenciaturas en Educación Infantil de otras universidades a nivel nacional: Universidad de la Amazonia, Universidad Surcolombiana, Universidad Pedagógica y Tecnológica de Colombia, Corporaciòn Universidad Autónoma del Cauca todos trabajando en pro de la Educación Infantil de los niños y las niñas de Colombia.Item El prisma de la formación docente en Colombia(Editorial Universidad Santiago de Cali, 2017) Martínez, Alba Deicy; Paz Samudio, Alfonso; Acosta Ocampo, Cilia Inés; Pérez, Cristhian; Chavarro, Gloria Mercedes; González Valencia, Heriberto; Villota, Jakeline Amparo; Guevara Salazar, Leidy Ximena; Betancur Cruz, Luis Bernardo; Granja Escobar, Luis Carlos; Tamayo Cano, Luis Hernando; Giraldo García, Luz Karime; Miranda, Maria Claudia; Cano Quintero, María Constanza; Medina, María Inés; Guerrero, María Victoria; Villota, Maribel Deyci; Rosero, Pablo Lozano; Medina, Patricia; Cruz Medina, Rosa Tulia;En este trabajo se busca reinterpretar los Modos I y II de la producción de conocimientos (Gibbons et al., 1994) conomideologías, la primera con orígenes en el mundo académico y la segunda proveniente del mundo académico y la segunda proviene del mundo empresarial.Item Estrategia metodológica integrada para el fortalecimiento del pensamiento crítico en niñas y niños de 5 a 6 años del grado transición de la institución educativa Eustaquio Palacios, Sede Mariscal Jorge Robledo(Universidad Santiago de Cali, 2019) Obregón Torres, Ana Paula; Fonseca Cuadros, Yazmin; Guevara Salazar, Leidy XimenaBeing a teacher gives us the opportunity to know what are the strengths and weaknesses of our students of this time, since over time they are creating new challenges as educators, what was exposed throughout this work focused on the study of a integrated strategy for the strengthening of critical thinking, posing the following question that opens our thesis research What to do for girls and boys between 5 and 6 years of age studying at the Educational Institution Eustaquio Palacios, Sede Mariscal Jorge Robledo can they achieve greater skills for solving problems, by strengthening their critical thinking? Making a diagnosis to know what is the initial situation in which students start, where 12 criteria and / or thinking skills taken from the authors were evaluated: Gutiérrez Sáenz and his contribution with the study of rational thought, Villarini, with the thought systematic and decision-making, Dewey reflective thinking and finally with Edward De Bono with lateral thinking, such as: observe and identify the place and objects, analyze visual information, identify obstacles, reason information received, anticipate, infer, compare, classify and organize, discuss ideas, judgments and argue, manage, respect and negotiate points of view hypothesis management, decision making and propose solutions, it was found that students had pre-knowledge and some skills that they allowed to recognize, identify and relate objects, bases to enunciate a hypothesis in front of a situation, associate ideas and In addition to the information received with the information learned during the course of his life, at the same time it was observed that although the children had these pre-knowledge that allowed them to handle the situations presented on a day-to-day basis, they still it was necessary to carry out a deeper analysis of the information, either auditory or visual, in order to anticipate the facts and to classify, compare and organize their ideas in front of the problems suggested in these activities, with the compilation of this information and to begin To answer the question posed, the research was complemented by integrating other authors who talk about the study of such thought, Robert H. Ennis, Matthew Lipman, Harvey Siegel, Lev Vygotsky, Jean Piaget, Olivares and Heredia. In this way, we selected the most relevant information to design an integrated methodological strategy that would allow the strengthening of critical thinking, for this we base ourselves on the manipulation of the concrete and visual material proposed by Robert H Ennis, focusing on the creation of the models, since they are an observation of the reality in miniature, we began with the creation of the same ones, realizing three different scenarios, where moments of the daily life were evidenced which contained a real problematic to which the children and children of 5 to 6 can be faced years. For this creation we request the help of the parents and the students themselves, encouraging collaboration and team work from home. Once the models were completed, an intentional sample of 8 students was selected from among girls and boys of the transition degree, organized in two groups of students as follows: Group 1 students who have obtained performance level between A and B (Low level), in the results of the diagnostic tests and group 2 the students that have obtained a level of performance between C and D (High level) in the results in the same diagnostic tests applied to the same 8 students. We started with the application of the first model "Let's play in the park", in which we could observe an advance in the skills of thinking that at the moment of the diagnosis had thrown us, the students already managed to identify which were the obstacles that presented themselves , proposed solutions, managed to make decisions, but still lacked to strengthen other skills such as inferring information to arrive at a judgment and good management of the argument. We proceeded to make the other two situations represented in the models "Arriving at the new house" and "The zoo went crazy", with the application of these two new activities we managed to experience a significant advance to those found in the initial diagnosis and in the application of the first model, finding that the 8 boys and girls completed this work fulfilling the 12 skills that were intended to work, the 8 students managed to meet the goal and reach the goal, where a comparison was made for example with one of the girls (Shaira) that at the time of diagnosis only showed a skill in one of the descriptors, but at the end of the application of the strategy, it was possible to achieve all of them. All the students made a comparison and complete analysis of the presented situation, they were able to argue their ideas against their knowledge, they worked as a team interacting with each other and in turns, they identified the obstacle and in front of it they issued a judgment with argumentation and later they offered alternatives of solution, so that all the members could be satisfied and in agreement with the final proposal. Therefore, we find that, with this work, if an effective strengthening of critical thinking is achieved, providing the opportunity to these children, that playing can be learned and more important than this, develop skills which will allow.Item Lectoescritura: Más allá de una construcción escolar - Construcciones, aportes y elaboraciones en educación infantil(Editorial Universidad Santiago de Cali, 2020) Guevara Salazar, Leidy Ximena; Giraldo Jara, Consuelo; Pérez Rodríguez, Maryuri PaolaEl siguiente capítulo presenta de forma clara los resultados obtenidos en la investigación “El texto narrativo y la construcción de habilidades de lecto-escritura en el nivel preescolar”, teniendo como referencia las etapas y proceso de adquisición del lenguaje oral y escrito que tienen los niños, teniendo en cuenta diferentes perspectivas pedagógicas, donde se reafirma que la competencia comunicativa está lejos de ser un aprendizaje mecánico y repetitivo como fuente de aprendizaje. El objetivo central de la mencionada investigación fue identificar las habilidades de lectura y el proceso de escritura a través del texto narrativo en niños de preescolar en la ciudad de Cali. El desarrollo de este proyecto permitió ver a cada niño como un sujeto diferente de los demás, autónomo, que se comunica con otros, que apela a su responsabilidad de escribir como él considera que está bien, que busca soluciones, que propone ideas.Item La literatura como estrategia de aprendizaje significativo en educación inicial(Universidad Santiago de Cali, 2018) Henao Olave, Dilian; Alzate Cardona, Yalena; Guevara Salazar, Leidy XimenaState policies and society have recognized the importance of children, the implications and impact that can be achieved in all areas of society, if the conditions of development and upbringing of children are improved, it is important to put in practice pedagogical strategies that can enhance the strengths and abilities of each child, since the internalization of new practices is based on the family, educational, social and cultural context. From this perspective, this research project was born from the interest of analyzing literature as a significant learning strategy, identified as a fundamental part in the development of language in children, as well as one of the leading activities of initial education. To this end, it began with the study of antecedents and documents that could be taken into account as a theoretical and conceptual framework, which provided a first reference for the research draft, also defined and justified it. In this regard they found: Document No. 20, The Sense of Initial Education, where the basic concepts were found to understand what is Initial Education and the technical aspects were presented to develop the pedagogical projects in the operating entities such as the Home Childish; Document No. 23, The Literature in Initial Education, with this the theoretical and practical concepts were developed for the implementation of strategies from the perspective of language and literature. On the other hand, authors documents such as: Yolanda Reyes1 and grade papers that were detailed in the background were reviewed.Item Perspectiva de la educación inicial en el centro de desarrollo infantil (CDI) Aranjuez de la comuna 13 de la ciudad de Santiago de Cali(Universidad Santiago de Cali, 2019) Echeverri Becerra, Carolina; Echeverri Ramírez, Daniela; Noreña Orozco, María Yurani; Guevara Salazar, Leidy XimenaOne quality education that is complete, is the only way to take the human being towards technological advances and social transformations. In concern about it, Colombia has created public policies for comprehensive care to early childhood that is precisely the most crucial stage of life for the human being, where the first foundations are laid down that will most likely determine what the child will be in the adulthood . These policies cover different topics that have the same aim; offer quality education to all children in Colombia. For this, there are documentation that supports the conditions, means and tools for such education to be provided. The research project “Perspectiva de la educación inicial en el CDI Aranjuez de la comuna 13 de la ciudad de Santiago de Cali”, seeks to determine the enabling actions of integral development that are promoted from the Educational Environment of the Centro de Desarrollo Integral (CDI) of the city of Santiago de Cali, within the framework of Public Policy of Comprehensive Early Childhood Care, where it use survey, interview, field diary and direct observation to collect pertinent information on educational qualified from a teaching perspective backed by an analysis of different documents of the Ministerio de Educación Nacional, Instituto Colombiano de Bienestar Familiar, Ministerio de la Protección Social, among others, which are the guide to an integral education, which covers all the children structure.Item Perspectivas de la Educación Inicial en Santiago de Cali Hogar infantil Cauquita, Comuna 7(Universidad Santiago de Cali, 2020) Caicedo Quiñones, Claribel; Hurtado Miranda, Angie Vanessa; Santamaría Villalobos, Luisa María; Guevara Salazar, Leidy XimenaAll quality education must be envisaged for providing integral development, which allows individuals to be trained to acquire even more capabilities that become necessary means to respond to the current changes in society. In this sense, Colombia through public policy for early childhood has proposed to correspond to the needs of children, assuming the responsibility of ensuring their rights, protection and attention, since it is recognized that in the early years of life, the main foundations that will determine the adult life are constituted. This research project "Perspectives of initial education in Santiago de Cali" aims to determine and identify the actions that enable integral development that are promoted within the educational environment of the "Cauquita" Children's Home of the city of Santiago de Cali, within the framework of the Public Policy for Comprehensive Early Childhood Care; In this way, it is intended to use a qualitative approach, backed by instruments such as the interview and the observation sheet, which will allow to collect data that will become inputs for the analysis of the results, and also characterize the mediations that are being used within of this Children’s homeItem Prisma - Autores(2017) Martínez, Alba Deicy; Paz, Alfonso; Acosta Ocampo, Cilia Inés; Pérez G, Cristhian A.; Mercedes Chavarro, Gloria; González Valencia, Heriberto; Villota, Jakeline Amparo; Guevara Salazar, Leidy Ximena; Betancur, Luis Bernardo; Granja Escobar, Luis Carlos; Tamayo, Luis Hernando; Giraldo García, Luz Karime; Miranda, María Claudia; Cano Quintero, María Constanza; Medina, María Inés; Guerrero, María Victoria; Villota, Maribel Deyci; Rosero, Pablo Lozano; Medina, Patricia; Cruz Medina, Rosa Tulia; Cuellar, Tulia AliciaEste libro interpreta los modos de producción de conocimientos como ideologías, la primera con orígenes en el mundo académico y la segunda proveniente del mundo empresarial. Se sustenta una versión de la filosofía e historia de la ciencia de la modernidad y su irremediable al agotamiento y crisis, inspirada en Castoriadis, Arendt y Boaventura de Sousa SantosItem Prisma - DOCENTES PROPICIADORES DE AMBIENTES EDUCATIVOS PARA UNA CULTURA DE PAZ EN LA PRIMERA INFANCIA(Universidad Santiago de cali, 2017) Guevara Salazar, Leidy Ximena; Mercedes Chavarro, GloriaLa estancia en las instituciones educativas para los estudiantes es un tiempo importante, allí se pasan los años de la niñez y la juventud, vale la pena que además de ser el lugar para adquirir y aportar al conocimiento, la escuela sea el espacio para la socialización, que se identifique como un espacio para el debate, la solución de los conflictos por la vía del respeto, es decir, que si bien como todo escenario esta permeado por las tensiones que se dan por la diferencias de edades, estudiantes, docentes, administrativos, por la consecución de los objetivos del trabajo escolar, las relaciones que allí se dan, es en la escuela donde se aprende a comunicar, a escuchar, para respetar las diferencias, para proponer, para hacer buen uso de los espacios físicos, para cuidar la naturaleza, es decir, para convivir. Teniendo en cuenta que los primeros años de vida de 0 a 6 años, son ideales para el aprendizaje, para modelar el comportamiento que guiara la conducta en la vida adulta por esta razón, que los procesos, prácticas pedagógicas y criterios curriculares de una Institución Educativa garantice ambientes propiciadores de paz en la infancia.Item Prólogo - Construcciones, aportes y elaboraciones en educación infantil(Editorial Universidad Santiago de Cali, 2020) Torres Rojas, Ingrid Selene; Mora Pedreros, Paula Andrea; Guerrero Ordoñez, Nathali; Rojas Monedero, Rosaura; Giraldo García, Luz Karime; Beltran, Gustavo Adolfo; Serna Agudelo, Blanca Nery; Carballo Marín, Katherynne; Coronel García, Gladis Cecilia; Pérez Rodriguez, Maryuri Paola; Guevara Salazar, Leidy Ximena; Correa Mosquera, Deicy; Giraldo Jara, Consuelo; Gómez Salamanca, Lina Piedad; Moreno Vega, Sandra Paola; Naranjo Molina, Erika Rocío; Giraldo Ospina, Martha Viviana; Rodríguez González, Yenny LorenaEl Programa de Licenciatura en Educación Infantil, con acreditación en Alta Calidad según resolución 16806 del 19 de agosto de 2016 y el Grupo de Investigación en Pedagogía Infantil categoría A de Colciencias, de la Facultad de Educación, han venido trabajando en alianzas estratégicas con otras universidades a nivel nacional que tienen en su oferta académica, programas de formación en Educación Inicial; la articulación, está direccionada hacia la consolidación de la cultura investigativa de la Universidad Santiago de Cali. En el marco de la celebración de los 25 años del Programa de Licenciatura en Educación Infantil, se publica un compendio de temáticas que da cuenta de las construcciones, aportes y elaboraciones de diferentes docentes y estudiantes investigadores tanto del programa como de las licenciaturas en Educación Infantil de otras universidades a nivel nacional: Universidad de la Amazonia, Universidad Surcolombiana, Universidad Pedagógica y Tecnológica de Colombia, Corporaciòn Universidad Autónoma del Cauca todos trabajando en pro de la Educación Infantil de los niños y las niñas de Colombia.