Licenciatura en Pedagogía Infantil

Permanent URI for this collection

https://usc.scimago.es/handle/20.500.12421/349

Browse

Now showing 1 - 10 of 10

Características del currículo en la educación infantil de los niños y niñas de la edad de 2 a 3 años
(Universidad Santiago de Cali, 2019) Lesmes Castañeda, Daniela; Otero Mejía, Paola Andrea; Vélez Mosquera, Leidy Tatiana; Mosquera, Deicy Correa
Caracterización de las propuestas curriculares en la educación inicial (0-3 años)
(Universidad Santiago de Cali, 2019) Landazury Villalba, Yoisy Michel; Rentería Rodriguez, Mayra Alejandra; Rentería Valencia, Mayeisi; Pardo Jaramillo, Soraya
The following project has as purpose the characterization of the curricular proposal in the kindergarten "Santiaguitos" that offers initial education to the population between or to 6 years old located in the commune 19 of the municipality of Santiago de Cali, for it a qualitative research is proposed and an exploratory-descriptive study is carried out highlighting that a documentary review of the institution's educational project (PEI), observations during classroom practices and interviews with teachers and parents will be applied.
Caracterización del currículo de niños y niñas de 0 a 3 en el Centro de Estimulación Precoz Crecer
(Universidad Santiago de Cali, 2019) Candela Cosme, Leidy Vanessa; Gómez Tobón, Daniela María; Nieva Collazos, Diana Sofía; Bustos Olaya, Hernán
Caracterización del currículo en la educación inicial en el hogar infantil “la cascada
(Universidad Santiago de Cali, 2020) Arboleda Garcés, Mercy Daniella; Sánchez Rodríguez, Darling Pamela; Morales Cuellar, Yoel
The present investigation has as general objective to characterize the curricumlum applied in inicial education in Kindergarten “La Cascada”, aimed to children from 0 (zero) to 3 (three) years old living in Municipality Santiago de Cali, Valley Cauca. For it, the characteristics of the purpose concerning its desing, developing an appraisal were identified; the characteristics of the curricular elements which shape it were described and as assessment was made of the same, considering referents amd statutory criterions of the MEN (National Education Ministry). A cualitative methodology is assumed from a descriptive study and the using of empirical methods such as participating observations, documental review and inquiries. The discoveries realised through the three sources mentioned before and metodologies permitted to note that the curriculum for initial education in the institution is characterized as fallow: being planified, agreed upon, participatory and flexible; it takes into account the children's characteristics, context, interests and necessities and assumes a constructivist direction, its pedagogical process is deliberate, active and strategical with constant and flexible evaluation. Examining the curriculum in the initial education of the Kindergarten, it can be noted, in general sense, it fills the criterions required by the MEN, it is considered feasible, applicable and relevant. It may and must be improved and perfected
Caracterización del currículo en la educación inicial en el liceo Anglo del Valle
(Universidad Santiago de Cali, 2019) Ordoñez Valencia, Angie Lizeth; Rodríguez Angulo, Helen Caterine; Zorrilla Tello, Mónica Lorena; Morales Cuellar, Yoel
The main objective of this research is to characterize the curriculum for initial education at the Liceo Anglo del Valle educational institution (IE) in the city of Santiago de Cali. For this purpose, the characteristics of the proposal were identified in terms of its design, development and evaluation; the characteristics of the curricular elements that make it up were described and an assessment is made taking into consideration international and national normative and investigative references and criteria. The methodology adopted was qualitative, based on a descriptive study and the application of empirical methods such as participant observation, documentary review, interview, survey and field diary. The findings obtained through the triangulation of sources and methodological made it possible to verify that the curriculum (formal and operational) for initial education in EI is characterized by being planned, consensual, participatory, integrated, flexible, taking into account the characteristics and particularities of children and the context where it is implemented. It is developed through an intentional teaching-learning process. It is evaluated in a continuous, integral, systematic, flexible and formative way. When evaluating the curriculum in initial education, in the context studied, it is noted that, in general, it meets the criteria addressed by UNESCO, UNICEF, Gervilla (2006), Fujimoto (2001), and the MEN. It is concluded that it is feasible, applicable, viable and pertinent. It can and should be improved and perfected in terms of its conception, innovation and modernization
Caracterización del currículo en la educación inicial en la Institución Educativa: Centro Educativo Senderitos
(Universidad Santiago de Cali, 2019) Arboleda Rentería, Luz Helena; Hurtado Díaz, María Cristina; Girardi Franco, Oriana; Giraldo García, Luz Karime
This degree project was developed at the Senderitos Educational Center in Santiago de Cali- Valle del Cauca. This research addresses the characterization of the initial education curriculum of this same institution, where the elements that make up the curriculum are identified, as well as, the characteristics of this and if they follow the curricular bases proposed for initial education in 2017 by the Ministry of National Education- MEN. The process of this research begins with prior knowledge of what a curriculum is and its elements, and what is required to meet the needs of children from 0 to 3 years of age, taking into account what the MEN says in the document “Guidelines and curricular bases of the initial education” and other authors. Therefore, it was necessary to make a bibliographic review on this subject, certifying the importance of training children at these ages and what it means to do so. In other words, the child from an early age needs to know, relate, touch, live and be in motion; Therefore, methodological strategies, appropriate environments, topics of interest and forms of teaching that are meaningful are needed. According to the above, this research was emphasized in reviewing the Institutional Educational Project - PEI, to inquire about the components and curricular elements that make up the pre-garden degree of the Senderitos Educational Center. In order to respond if indeed essential aspects for the formation of boys and girls in initial education are addressed.
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 Ximena
Caracterización del currículo en niños y niñas de 0 a 3 años
(Universidad Santiago de Cali, 2019) Nasmuta Realpe, Jessica; Viveros Vivas, Giseth Andrea; Cano Quintero, María Quintero
Caracterización del currículo implementado en Aspaen Maternal y preescolar Tayana para la educación inicial
(Universidad Santiago de Cali, 2019) Blackburn Cuero, Chiara Vanessa; Cruz Bolaños, Vivian Lorena; Arenas Casas, Vanessa
The present research entitled "Characterization of the curriculum implemented in ASPAEN Maternal and Preschool Tayana for early childhood education", is articulated to the macro project called "Innovative Curricular Design for Initial Education from 0 to 3 years from the ruling activities proposed by the National Ministry of Education". The main focus of this research is articulated to the first specific objective of the macroproject, based on the characterization of the curriculum implemented in the institution ASPAEN Maternal and Preschool Tayana for girls and boys in early ages. The population was conformed by teachers, directors and parents and a sample of two (2) managers, four (4) teachers of the girls and boys of the grades of: Baby Care, Toddlers, and Beginners; thirty-six (36) families. The methodology had a qualitative approach of descriptive type and empirical methods such as the documentary review, the survey, the interview and the observation of classroom practices were used. Among the main results obtained, it can be mentioned that, the curricular structure consists of four (4) components: curriculum concept, grade plan, pedagogical work and evaluation, which are in synchrony with those stated in the definition of the curriculum according to the Law 115 of 1994. In addition, it was evidenced that parents have a high level of satisfaction in relation to the activities carried out in the institution; the teachers execute in their pedagogical exercise, the ruling activities proposed by the MEN and the directors have clarity about the educational proposal offered on the campus. Finally, it was concluded that the school has its own pedagogical strategy (PRIME) and that its curriculum is also in accordance with regulations, guidelines and references of a national nature.
Caracterización del currículo para la educación inicial en las instituciones educativas: Instituto Técnico Salomia, Escuela Maternal Cometas y Colegio Mayor San Francisco de Asís
(Universidad Santiago de Cali, 2019) Muete Martínez, Ivon Nathalia; Saavedra Arredondo, Diana Marcela; Zapata Mosquera, Daniela; Correa Mosquera, Deicy

Browse

Browsing Licenciatura en Pedagogía Infantil by Subject "Currículo"

Results Per Page

Sort Options