Uso de estrategias cognitivas de aprendizaje en Educación Infantil: efecto de los iguales

Desde edades muy tempranas los niños son capaces de poner en marcha sus propias estrategias de aprendizaje. Cada niño es actor y protagonista de su aprendizaje. No obstante, no puede olvidarse que el niño es un ser social, y especialmente en las primeras edades, el aprendizaje se potencia en función de la ayuda que las personas que rodean al niño le ofrecen. Generalmente, en el contexto escolar, el profesor es quien ofrece esta ayuda. Sin embargo, los iguales también son fuente de ayuda. En relación con ello, el objetivo de este trabajo es conocer si existen diferencias en el tipo de estrategias de aprendizaje utilizadas por niños de 5 años en función de si se enfrentan solos a la tarea o lo hacen en compañía de un igual. Los resultados muestran la existencia de diferencias significativas en el uso de todas las estrategias cognitivas analizadas: estrategias cognitivas de afrontamiento, de construcción, de ubicación y de apoyo/cooperación. Estos resultados deben ser tenidos en cuenta en la planificación y puesta en marcha de la actuación educativa que impulse, guíe, sostenga y oriente al niño pero que al mismo tiempo respete su iniciativa y la realidad diferencial de su comportamiento en función de variables como la aquí abordada.Children are able to implement their own learning strategies from an early age. Every child is an actor and protagonist of his learning. However, we must remember that the child is a social being and, especially in the early ages, the learning is enhanced by the people who surround him. Generally, in the school, the teacher provides this support. However, peers also offer help. In relation to that, the aim of this study is to determine whether there are differences in the type of learning strategies used by 5 years-old children when they face a task alone or they do it in company with a peer. The results show that there are significant differences in the use of all studied cognitive strategies: coping, construction, location and support/ cooperation cognitive strategies. These results will help in the planning and implementation of an educational performance to guide, hold, boost and counsel the child but at the same time, it will respect his initiative and the differential reality of his behavior

Herramienta para la observación de las capacidades infantiles de aprendizaje autónomo

Durante los últimos años, el aprendizaje autónomo está siendo objeto de estudio en múltiples estudios, si bien en su mayoría, centrados en el nivel de enseñanza universitaria. Sin embargo, el currículo escolar de Educación Infantil hace ya alusión a ciertos aspectos relativos a las estrategias de aprendizaje, la iniciativa y la capacidad de aprendizaje autónomo del niño. A pesar de que los niños de estas edades pueden enfrentarse con brillantez a la resolución de distintos tipos de problemas y son capaces de utilizar estrategias de aprendizaje propias, siempre que le demos la oportunidad para ello, son muy escasos los trabajos que abordan esta cuestión. Con la intención de contribuir en dicho conocimiento, el objetivo de este trabajo es presentar una herramienta que permita evaluar mediante metodología observacional las capacidades de aprendizaje autónomo en edades infantiles.In recent years, autonomous learning is being researched in multiple studies, although most of them are focused on the university level. However, the Early Childhood Education curriculum refers to certain aspects of learning strategies, initiative and self-learning ability of children, too. Although children this age can cope brilliantly to the resolution of various types of problems and are able to use learning strategies themselves, if we provide them the opportunity to do it, very few studies are focused on this question. With the intention of filling this gap, the aim of this paper is to present a tool to evaluate independent learning skills in children ages using observational methodology

Preschool metacognitive skill assessment in order to promote educational sensitive response from mixed-methods approach: complementarity of data analysis

A child's metacognitive skills contribute significantly to their learning and success. However, very few studies are focused on these skills at early education and most of them are carried out from inappropriate methodological perspectives for the characteristics of the youngest students. To overcome such limitations, it is essential to carry out observational studies that analyze children's metacognitive behaviors in the natural and habitual context of children's learning, as well as appropriate tasks for their level of development. The aim of this study was to analyze the sequential and associative structure of the metacognitive skills used by 5-year-old children throughout the resolution of a playful task (a puzzle). It was interesting to know if there were different hidden structures in the use of metacognitive skills in the children who solved the puzzle and those who did not. From the methodological approach, this work was located in the perspective of mixed methods which is characterized by the integration of qualitative and quantitative elements. This integration was carried out from the 'connect' option. The integration involved developing quantitizing, as one of its possibilities. Recent scientific literature has considered systematic observation, in which the QUAL-QUAN-QUAL macro stages take place, as a mixed method itself. Consequently, systematic observation was applied, because it was suitable for our aim. A Nomothetic/Punctual/Multidimensional observational design was used. The playful activity of 44 preschool children solving the puzzle individually was coded. It allowed us to obtain data matrices that respond to the QUAL stage. Regarding the QUAN stage, once the quality of data was controlled, the records were further analyzed by differentiating two groups of participants (those who had solved the puzzle and those who did not) using three quantitative techniques of observational analysis (T-pattern detection, lag sequential analysis, polar coordinate analysis). Finally data was returned to a QUAL stage to interpret the results. The use of these three techniques allowed a detailed and in-depth analysis of the children's activity. Results reveal differences in the metacognitive abilities of the children that solved and didn't solve the puzzle. These results have important implications for educational practice

Programa de Comprensión, Recuerdo y Narración. Una herramienta didáctica para la elaboración de adaptaciones curriculares. Experiencia en alumnos con síndrome de Down

La respuesta educativa ofrecida a los niños con síndrome de Down o con otra discapacidad intelectual debe tener en consideración el conocimiento que se posee sobre cómo recibe la información, cómo la procesa y cómo responde. Una de las consecuencias que se derivan de este conocimiento es el desarrollo de programas de entrenamiento cognitivo encaminados a desarrollar las funciones cognitivas que se encuentran deterioradas en los niños. Un aspecto importante que conviene resolver es si estos programas se vinculan con el currículum académico de los niños o, por el contrario, se plantean ajenos al desarrollo curricular. Nuestro planteamiento va en la línea de considerar que toda acción educativa dirigida a niños con discapacidad intelectual debe mantener coherencia entre sí, y resulta deseable que tanto los objetivos como los contenidos y la metodología de estos programas se vayan incorporando al currículum de los niños. El Programa de Comprensión, Recuerdo y Narración puede utilizarse, como se podrá observar, como una herramienta didáctica para facilitar la elaboración de adaptaciones curriculares. El programa se ha experimentado con un grupo de niños con síndrome de Down y se han valorado los resultados. Uno de los aspectos que se defienden con gran interés es la necesaria conexión entre escenarios educativos; de este modo, se plantea una relación estrecha entre centro educativo y familia, que deben aunar esfuerzos para tratar de reducir las dificultades de aprendizaje de los niños

Propuesta de intervención educativa para niños con trastorno autista

Este trabajo es una propuesta de intervención educativa para trabajar el área de socialización con escolares con trastorno autista. A lo largo del documento, he realizado un recorrido sobre este trastorno para conocerlo mejor. La primera parte es una revisión teórica que abarcar desde Leo Kanner a los investigadores actuales. Dentro de este apartado también podemos encontrar las teorías psicológicas que explican las causas del autismo. Asimismo, he hablado del autismo desde el punto educativo. Haciendo hincapié en la situación actual, es decir, en las modalidades de escolarización y en los planes de intervención. Por último y como segunda parte, he incluido una propuesta de intervención educativa para estimular a los escolares con trastorno autista a desarrollar habilidades sociales básicas. He diseñado diferentes actividades para ello

Diseño de un instrumento observacional acerca del comportamiento docente en programas de natación escolar

La interacción didáctica tiene de un papel fundamental en la dinamización del aula como escenario de motivación para el aprendizaje. La Teoría de la Autodeterminación (Deci y Ryan, 1985) es esencial para explicar la variabilidad de la motivación intrínseca de los estudiantes. El objeto del presente trabajo es diseñar un instrumento de observación para detectar patrones conductuales en los mecanismos de influencia educativa ejercidos por el profesorado para la consecución de niveles de autonomía, competencia y relaciones sociales en estudiantes de educación primaria. Aplicando una metodología observacional se propone un instrumento de observación ad hoc, en la modalidad de formato de campo, llegando igualmente a formular un procedimiento de control de la calidad del dato, en base a la complementariedad de diferentes recursos tecnológicos, que posibilite la extracción y análisis de los patrones de conducta que nos interesan

Association Between Preschoolers' Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

Motor development is an inseparable component of cognitive development. So, to develop the mind, it is necessary to work the body. Therefore, Early Childhood Education curricula and the scientific literature emphasize the need to promote the development of motor skills during the 1st years of life. These skills are necessary for learning and subsequent academic performance. However, studies frequently offer only a partial view of these relationships. Few works have analyzed the specific relationships between different components of preschool gross and fine motor skills and subsequent performance on different academic competencies. Further, they present discrepant results. The aim of this study was to determinate which specific components of gross and fine motor skills assessed in Spanish students during the final year of Early Childhood Education (5 to 6-year-olds) were associated with different academic competencies assessed in the following academic year, when the students were in their 1st year of Primary Education. The final sample consisted of 38 Spanish students, aged 5. A mixed methods approach was used. It consisted of systematic observation to assess specific components of gross and fine motor skills when children were in the Early Childhood Education period, and selective methodology to evaluate their academic competencies (specifically in literacy and mathematics and overall), 1 year later, once in Primary Education. Multiple linear regression models were constructed using the computing language R to examine the association between motor skills and academic competencies. The results indicated that only the components of fine motor skills showed associations with academic competencies. The pattern of association varied when literacy and mathematics competencies were specifically and individually assessed and when overall academic competency was considered. The two assessed fine motor skills (Coordination and Integration) were associated with literacy competency (β = 0.344, p = 0.025; β = 0.349, p = 0.024, respectively) and overall academic competency (β = 0.267, p = 0.065; β = 0.493, p = 0.001, respectively). However, only Integration was associated with mathematics competency (β = 0.476, p = 0.002). The 'Discussion' section focuses on the educational implications of these results and future research. It highlights the importance of early assessment of fine motor skills to identify students likely to present inadequate subsequent academic performance and the need to apply instruction and interventions tailored to the specific needs of each child

Respuesta Educativa en Altas Capacidades: Un Estudio de Caso

Es está investigación se estudia y analiza un estudio de caso (estudio empírico) de un alumno con altas capacidades en un centro educativo, ya que el 90% de los alumnos con estas necesidades educativas están sin diagnosticar o tienen fracaso escolar como indica Sanz-Chacón (2016). Teniendo en cuenta el estado del arte, contexto teórico y las leyes educativas (LOMCE) se ha observado cómo ha sido su detección, diagnóstico y tratamiento educativo. También se ha observado el rendimiento académico e integral del alumno

Early environmental and biological influences on preschool motor skills: implications for early childhood care and education

Early motor skills underpin the more complex and specialized movements required for physical activity. Therefore, the design of interventions that enhance higher levels of early motor skills may encourage subsequent participation in physical activity. To do so, it is necessary to determine the influence of certain factors (some of which appear very early) on early motor skills. The objective of this study was to examine the influence of some very early environmental variables (delivery mode, feeding type during the first 4 months of life) and some biological variables (sex and age in months) on preschool motor skills, considered both globally and specifically. The sample was composed by 43 preschool students aged 5–6 years. The participant's parents completed an ad hoc questionnaire, reporting on delivery mode, feeding type, sex, and age in months. The children's motor skills were assessed using observational methodology in the school setting, while the children participated in their regular motor skills sessions. A Nomothetic/Punctual/Multidimensional observational design was used. Results revealed that certain preschool motor skills were specifically influenced by delivery mode, feeding type, sex, and age. Children born by vaginal delivery showed higher scores than children born via C-section in throwing (p = 0.000; d = 0.63); total control of objects (p = 0.004; d = 0.97); total gross motor skills (p = 0.005; d = 0.95); and total motor skills (p = 0.002; d = 1.04). Children who were exclusively breastfed outperformed those who were formula-fed in throwing (p = 0.016; d = 0.75); visual-motor integration (p = 0.005; d = 0.94); total control of objects (p = 0.002; d = 1.02); total gross motor skills (p = 0.023; d = 0.82); and total motor skills (p = 0.042; d = 0.74). Boys outperformed girls in throwing (p = 0.041; d = 0.74) and total control of objects (p = 0.024; d = 0.63); while the opposite occurred in static balance (p = 0.000; d = 1.2); visual-motor coordination (p = 0.020; d = 0.79); and total fine motor skills (p = 0.032; d = 0.72). Older children (aged 69–74 months) obtained higher scores than younger ones (aged 63–68 months) in dynamic balance (p = 0.030; d = 0.66); visual-motor integration (p = 0.034; d = 0.63); and total balance (p = 0.013; d = 0.75). Implications for early childhood care and education are discussed since this is a critical period for motor skill development and learning

El juego cooperativo y su incidencia en el desarrollo social del niño/a de educación infantil

En este trabajo se presenta una revisión teórica fundamentada en el juego cooperativo para conocer su incidencia en el desarrollo social del niño/a de Educación Infantil. Para ello, se realizó una búsqueda bibliográfica sobre el desarrollo social del niño/a, el juego infantil, el juego cooperativo, la conducta prosocial y el aprendizaje cooperativo. Además, se elaboró una propuesta de intervención con los diferentes tipos de juegos cooperativos. Finalmente, se exponen las conclusiones, la bibliografía y los anexos