(Lic.) Educación Inicial

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Influencia de padres alcohólicos y no alcohólicos en el comportamiento social de los niños en edad pre escolar de la zona urbana de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2000) Camus Daza, Jesus; Gamonal Silva, Avila; Rodriguez Pereyra, Beymer
La investigación de tipo básica y nivel descriptiva comparativa que se reporta ha organizado su problema, objetivos, marco teórico su hipótesis en función a las variables el alcoholismo de los padres y el comportamiento social de los niños. La investigación se realizó en la zona urbana del distrito de Rioja. La sustentación teórica en el contenido del conductismo y el psicoanálisis se ampara en el comportamiento de la niñez emanada de la herencia genética y el factor ambiente bajo las influencias de la personalidad de progenitores alcohólicos. Los sujetos maestrales han sido el mismo universo: veinte niños hijos del mismo número de padres alcohólicos para cuya comparación se eligió aleatoriamente veinte niños hijos de padres no alcohólicos. Los datos aportan evidencian a favor de la hipótesis de investigación, es decir se ha probado que el alcoholismo de los padres influyen significativamente generando un comportamiento social deplorable en los niños en edad pre escolar en la ciudad de Rioja. El parámetro estadístico de contrastación ha sido chi-cuadrado. Los resultados obtenidos confrontados con la teoría que sustentan al problema de investigación dan consistencia a la prueba de la hipótesis por cuanto explica por qué, cómo y cuándo ocurre la influencia del alcoholismo de los padres en el comportamiento social de los niños. Los mensajes derivados de las conclusiones centran su esencia en las sensaciones psicológicas de la culpabilidad, ansiedad, vergüenza, ira y depresión como evidencias del comportamiento social en la niñez determinadas por el factor ambiente y genético bajo la influencia de la personalidad de padres alcohólicos. Ante estas consecuencias la terapia conductual y la de abstinencia para y padres constituyen las recomendaciones medulares.
Grado de aprendizaje en conocimientos, procedimientos y actitudes en materia de sexualidad infantil
(Universidad Nacional de San Martín. Fondo Editorial, 2001) Lopez Novoa, Ibis Lizeth; Barbaran Mozo, Jose Leoncio
The present investigation descriptive correlacional was carried out with the children and girls of the Center Educational Initial "Ana Sofía Guillena Nº Claws 288" of the county of Rioja region of San Martin. The problem, hypothesis, general objective has been structured by means of the relationship of the variable learning in knowledge, procedures and inherent attitudes to the infantile sexuality. The theoretical sustentation of the relationship of the learning in knowledge, procedure~ and attitudes as regards infantile sexuality coming from the home and of the Center Educational Initial, it has been based on the theory of the process of the knowledge, in the psychoanalytical theory of Freud and in the theories psicopedagógicas of the motivation actitudinal. The fom1ation of the alternating central hypothesis, he/ she has had as a positive or negative relationship, while in opposition the null hypothesis denied the relationship. The alternating hypothesis has been derived in three alternating operational hypothesis that correlated to the learning in knowledge and procedures, knowledge and attitudes, procedures and attitudes. Twenty-two educandos conformed the sample. It was used the correlation design and the statistical parameter of correlation by ranges of Spearman, the procedure consisted on the application of the Test: Learning in knowledge, procedures and attitudes as regards infantile sexuality coming from the home and of the Center Educational Initial "Ana Sofía Guillena Nº Claws 288. Madc the test of the hypothesis, their reflective significatividad in the results evidences of a half negative correlation (-1,458) due to the process desvirtuación of teaching to learn knowledge, to the desvirtuación motivacional of attitudes that I eat consequence it determines dcformed procederes. Therefore, the conclusions configure their generality specifying that if you desvirtúa the process of teaching to learn, as well as the motivation actitudinal, these determined deformed procederes as regards infantile sexuality, then the correlation among .the studied variables will have a tendency to be more negative than positive.
Influencia de la televisión en el rendimiento académico de los niños de 5 años de la institución educativa inicial Nº 288 - de la provincia de Rioja en el año 2003
(Universidad Nacional de San Martín. Fondo Editorial, 2004) Cerna Coronel, Luzmila; Vargas Saldaña, German
Since television came as part of everyday life of man in society he has managed to change their lives significantly has even entered each household where he has monopolized the attention especially children making up our time one their favorite entertainment so much that has come to strongly interfere with school activities affecting learning in different ways. Esla worrying situation led to consider the problem of the influence of television on academic achievement guide us to show that if an excess poor academic performance would through a correlational design: contrast the two variables involved in the study an equivalent population of 110 students from 5 years old. Procedurally was necessary first to qualitatively determine the frequency of use of the children's television that is what is determined that children tend to watch television time, that with respect to the first variable. The second variable was measured using only the epithets of the minutes of school pupils as designed proceeded to the correlation which showed the absence of it. The analytical process of the results showed that students actually make excessive use of television in the study population however is not sufficient cause to cause a decline in academic performance of students, since all conformantes students in the sample, They exhibit satisfactory schooling and passing situation. It is believed that the information system of school evaluation is handled currently does not reflect specific qualitative components, so no negative indicators are noticed as it can produce television in shaping the child and can pass unnoticed serious situations of negative learning this means inserted into the personality of the school. On the other hand it is necessary for parents to be more careful in controlling effects of television on children, to prevent future social ills. The importance of the work done is very important because it allows to define some facile postures consider television as a powerful interferer, without being questioned and tested these variables.
Relación entre la calidad del trazo del dibujo con la calidad del trazo caligráfico en los niños de 4 años de la institución educativa inicial Nº 287 del distrito de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2004) Campos Ganoza, Joyci; Mamani Loayza, Candy; Vargas Saldaña, German
lt is necessary for fluidity in order that process not get interrupted and be efficacious to exist In the communicative interchange. The teacher and the pupil find themselves immersed in constant form in this interchange and one of the usual forms is the written; The calligraphic expression as communicative element determines many times informative quality, for that reason it is necessary for the educational duty's these two actors to be efficient in this aspect. Taking into account these aspects, show it investigation focused in the pupils's manifestations written, who, in the main, they present one deficient calligraph, situation than without a doubt he has influence in negative form in the learning, he made the generating analysis of a specific aspect of the problems than the study he included consisting of the existent relation among the requisite sketches in order to the drawing and in order to the writing, like preventive procedure starting from the first things the little boy's schooldays. The drawing and the writing, in spite of being two inherent aspects to the little boy's cognitiva development, theoretically they consider themselves different with weak relations in the maturation, comprehensible- postures process considering that he adjusts to a natural manifestation the drawing as form of further expression, while the writing is constituted for arbitrary components structured along the evolution sociocultural than necessarily the little boy has to interiorize on the basis of rigid rules. The contradictory he is than pedagogically I have not achieved it still to naturalize the writing, angle that will be able to contribute us bigger pedagogic gaining’s, reason enough to focus to examine the relation among the quality of the sketch in order to the drawing interest and the calligraphic sketch's quality, that is, looking for the calligraphic tendencies starting from the graphic manifestations in the 4- years children, establishing possibility that, if ability to draw exists he will exist also ability to write, defining, that way, the study variables in order to 30 children's sign of her Institución Educativa N° 287 from Rioja. Hypothetically he presented the said- relation presence through a central hypothesis and three alternating, for what the fact-finding process necessarily required fitting up to the descriptive design correlacional in order to two qualitative variables with categorical indicators expressed in the sketch's quality: Regulating, subversive element and illegible and, according to the in-line fellow once was established as grade of difficulty: Straight line, curve, mixed, whose statistical processing once was required was the calculation of the arithmetical mean in order to the descriptive and coefficient's correlation part r in order to the determination of the relation among variables, in addition to the test t in order to them contrastation hypothesis, starting from the data consignados in two principal pictures (1 and 6 ) so in order to the sketch of the drawing same as for the calligraphic sketch taking into account the three fellows in-line ( straight line, curve, mixed ) and the qualification criteria ( regulating, subversive element, illegible ). Right after the numerical analyses considered point of the central tendency measure (mediate) as her of correlation (Pearson's r), one recurred to the necessary interpretations, of what they could infer to me than in the sketches's realization, the children face difficulties to the requiring to of curved and mixed lines, succeeding the opposite if straight lines are had to do with. Specifically to the trying to establishing the relation among both variable studied in order to the regular sketches, a said- relation absence, once was determined for the irregular and illegible sketches's predominance largely to the age of sign's children became manifest . Besides an obvious facility in order to the calligraphic sketch as compared with the sketch in order to the drawing, enclosure telling apart the three lines utilized fellows became manifest . That is writing to draw turned out to be to the children more easy to them. In broad outline he encountered a predominance of the relation among variables with significancia's high percentage (99%) The indicators's finding previous the presented, establishment of the achievement of the objectives in concordance with the central hypothesis could have asseverated the existence of an intimate relation among the quality of the sketch in order to the drawing and of the calligraphic sketch, insuperable condition to be opportunistic pedagogically in order to establish criteria and to create made easy the didactic conditions to liberate many children of the implicit difficulties in the expressive capability through a good letter .Todo he depends on the will of the teacher and of the scientific attitude than this adopt in his classroom in the daily technical duty pedagogic.
Influencia de la televisión en el rendimiento académico de los niños de 5 años de la institución educativa inicial Nº 288 de la provincia de Rioja en al año 2003
(Universidad Nacional de San Martín. Fondo Editorial, 2005) Bazan Figueroa, Judith Marleni; Vargas Saldaña, German
Since the television appeared being part of the man's daily life in the society, it has been able to modify it is life in significant form, he/she has even entered in each one of the homes, where it has surrounded the attention especialty of the children and girls becoming until our time one of its favorite entertainments, so much that it has ended up interfering with a lot of force In the school activities affecting in diverse ways the learning. This preocupante situation took us to think about the problem of the influence of Television in the Academic Yield, guiding us to demonstrate that in the event of an excess one would have a faulty academic acting through a design correlacional that contrasted the two variables involved in the study for an equivalent population of 110 year-old 5 students. Procedimentalmente was necessary first to determine the frequency of the use of television of the children qualitatively, tha.t is to say which is the certain time that the children accustom to see television, this with regard to the first variable. The second variable was only measured appealing to the epithets of the records of the students' escolaridad according to the design you the one proceeded to the correlation which threw the absence of the same one. The analytic process of the results demonstrated that the students indeed make excessive use of television in the studied population, however, it is not enough cause to cause a decrease in the academic yield of the students, since the entirety of students conformantes of the sample, they present a satisfactory and approbatory escolaridad situation . lt is believed that the informative system of the school evaluation that is managed at the moment doesn't reflect specific qualitative components , for what negative indicators are not noticed as those that can produce the television in the boy's formation, being able to go by desapercibido serious situations of negative
Estrategia didáctica aprendo a convivir y su influencia en el manejo de comportamientos problemáticos en niños y niñas de 5 años del nivel de educación inicial de la institución educativa N° 300 Cesar Vallejo de Nueva Cajamarca en el año 2006.
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Rafael Alarcon, Gladis; Fernandez Araqueda, Elizabeth; Lopez Culqui, Toribio
The emphasis that there makes the educational Peruvian system this in the values, the education in values continues being a need of imperious solution in our country, for the moral loss of the members of the society, reason by which in the official declaration of the educational emergency it is constituted as one of the aspects to attending to the formation in ethical values. The education in values is one of the dimensions that understands the integral formation of the pupils. Nevertheless when the methodologies that one uses in the classroom, centred on the development of capacities and knowledge’s, there remains relegated the learning of favorable attitudes that express the ethical values in that the children are formed, the problematic behaviors being generated then. The problematic behaviors in the classroom are a difficulty so that the teacher develops of effective way the education session learning, in the sense that the negative actions distract the other assistants, being generated conflicts of the order in which they work of responsible way and are distracted by negative behaviors of the others. Therefore one is prevented his effectiveness of the process learning education so that the teacher must take part from the time of the class to treat the situation problems arises then the necessity to apply didactic strategies like alternatives of solution this problematic one from this perspective the investigation has been developed whose objective was to demonstrate that the application of the didactic strategy "to learn to coexist" significantly influences in the treatment of problematic behaviors in children of 5 years of the level of initial education of the Educative lnstitutíon Nº 300 Cesar Vallejo of the district of New Cajamarca in 2006. The theory humanist bases the influence of didactic strategy “to learn to coexist" in the improvement of the problematic behaviors, from which hipotetizo that the didactic strategy "to learn to coexist' significantly influence in the treatment of problematic behaviors in children of 5 years of the level of initial education of the Educative lnstitution Nº 300 Cesar Vallejo of the district of New Cajamarca in 2006. The applied investigation of type experimental level, of preexperimental design of pre-test pos -test with a single group, is executed with 19 students who have constituted the analysis units. Of this sample one has taken shelter the data by means of an observation card. That it contains fourteen items distributed 1 for each index of the indicator of the study variable: problematic behavior, whose scale was you adapt of the scale Likert. The comparison of averages and matched up variances of score has demonstrated the acceptance of the alternating hypothesis. Being fulfilled that tc= 18, 54 > tt = 1,734; that is to say, tcƐRRɅɇRA. therefore H1: μ1 > μ2 . Then the alternating hypothesis is accepted and rejects the null one. Consequently the didactic strategy "to learn to coexist' significantly influences in the treatment of problematic behaviors in children of 5 years the level of initial education of the Educative lnstitution Nº 300 Cesar Vallejo of the district of New Cajamarca in 2006
Las estrategias lúdicas en el área lógico matemático para el desarrollo del pensamiento nocional de niños de 04 años
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Diaz Grandez, Gesigry; Muñoz Ovando, Patricia Liliana; Flores Cruz, Carlos Alberto
Human thought represents missing facts and events of the current situation, while designing the future; ie, representations and projections depend on thought. This thought is built up gradually and the onset is the notional thought; then conceptual thinking; then the categorial thought. According to several scholars, they show that notions are essential tools for the general knowledge of things or objects that possess the properties defined for each image. In that sense, the notional thought allows children to think with propositions, for it is taken into consideration in concretions thinking abilities or intellectual capacities notional amounts. Children are incapable of thinking in abstractions. This is an intellectual restriction for children. The notions that children should develop during their education are: The notion of color that facilitates relatively complete and authentic objects of perception. This notion is through the handling things, elements, work tools, etc .; the notion of form perceives the shape of objects and develops visual explorations; the notion of size and weight sets differences, similarities and perceptual and conceptual promote development; the notion of magnitude is the raw material that should be used to guide the child in the progressive acquisition of the notions of length, area, weight, time; the notion of space structure linked to child space knowledge, it allows the child to know the world around him; the notion of serialization order elements according to a given dimension by establishing relationships between them. This capability is also needed in the construction of the concept of number; the notion of classification can sort your world and your thinking illogically, that respond to different criteria; the notion of correspondence establishes comparisons between two sets and related items; the notion of .entidades and / or lot number used quantifiers little more, etc. account, sets, groups, recognizes and numbers. Situations where they make physical and logical concepts, based on their own interests, also do not consider that the construction of its concepts do not perform alone, but in relation to the world around them. For this reason, we are motivated to make this monograph and which would be a suitable alternative in using recreational strategies because the game becomes the most natural child's learning way through them learn to grasp among others things mathematical ideas and develop their notional thought relevant and effective. If educational institutions develop the notional thinking, then we will be promoting children with comprehensive development in their capacities as the notional thought is the point where the child or the child part, are particular things and events that are constructed between two seven years old, is characterized by the symbolic activity as given in their games and attempts to use the reasoning expressed in words. These two aspects of primitive thought will be transformed later in creative imagination and rational thinking respectively. With the support of language, logic is gradually and pre-concepts gain in generality and accuracy through constant both verbal and concrete experiences. At present the learning process based on the new pedagogical approach suggests that the student is builder of his own knowledge and is produced from imbalances and cognitive conflicts that modify the cognitive schemata of knowledge. Therefore, all education must be based on concrete forms, real directly perceived by the senses. The child needs to express something before internalizing a situation and live it, experience feelings, activities that have personal significance, it is essential for the activity to be effective and teaching condition optimal results. The work is structured as follows: Chapter I deals with the notional thought, it is conceptualized and the process and development of this thinking is based
Material didáctico contextualizado y su influencia en el aprendizaje de la comprensión lectora de los estudiantes de cinco años de la institución educativa inicial Nº 231 del distrito de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Perez Becerra, Alicia; Villanueva Ramirez, Saira Magally; Padilla Guzman, Manuel; Mestanza Pilco, Miguel Antonio; Lopez Culqui, Toribio
In the initial level worry re-dresses the process of education learning of the communicative capacities since they are the key for other learnings that the education offers. The difficulties in the development of these capacities it is a problem, which solution is in diagnosing the reasons that give him(her) origin, considering and executing alternatives of solution, task that relapses into the hands of the teachers. The educational materials facilitate the learnings of the children (seize) and they consolidate the saberes with major efficiency. They stimulate the function of the senses and the previous learnings, to accede to the information, to the development of capacities and to the formation of activities and values. From this perspective there has been realized the investigation which aim(lens) has been to systematize the Material Didactic Contextualizado, whose aplicabilidad improves the learning of the reading comprehension of the five-year-old students of the Educational lnstitution N º 231 of the district of Rioja, in the year 2006. The contributions of Ausubel, Piaget and Vigotsky, who emphasize the conception of to educate, focused from the learning that supposes activity, significatividad and functionality of the learned; besides the contributions of the interactive character of the reading, sustained in the psicolingüística and the cognitive psychology, base to the investigation, which is orientated to demonstrate the following hypothesis: The didactic material contextualizado will influence significantly in the learning of the reading comprehension of the five-year-old students of the Educational lnstitution N° 231 of the district of Rioja, in the year 2006. The investigation of type applied, experimental level, quasiexperimental design of preprueba - it(he,she) posttries, has been taken to end by a population equal sample to 16 children and 5-year-old girls of the-Educational lnstitution of the lnitial Level N° 231 of the sector Atahualpa, of the district of Rioja. To the above mentioned children he(she) administered a test(proof) of reading comprehension, befare and after the execution of classes using the Material Oidactic Contextualizado. From 16 students there have been gathered the information, which tried with the comparison of averages and variances of pairecf punctuations there has demonstrated the acceptance of the alternate hypothesis. Being fulfilled that tc = 10,25> tt = 1,753; it(he,she) is to say, tcƐRRɅɇRA therefore H1 : μA> μB. Then the alternate hypothesis is accepted and pushes the void one back. In consequence the Material Didactic Contextualizado has influenced significantly in the learning: of the reading comprehension of the five-year-old students of the Educational lnstitution N ° 231 of the district of Rioja, in the year 2006.
Interculturalidad en el sistema educativo peruano
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Del Aguila lsuiza, Enith Dalila; Flores Cruz, Carlos Alberto
Our country has a variety of cultures, which can not be excluded from the education system and therefore have to be included in the educational process, with an education consistent with the context in which they live. This cultural diversity is presented in spaces defined where human groups coexist with different cultural traditions, which leads to attitudes toward cultural diversity are varied and even subsequent intercultural relations in which one is submerged. This process is complex, not unilinear, and depends even part of the context in which the person is, but here just want to point out that there are influences that, despite not being recognized, act however effectively in individual and collective behavior. In this sense, our purpose is to bring awareness how the recognized cultural diversity of our country, both in relations between the different cultures that originate from him, and between them and those of external origin, live in the great concert called globalization. We needed reflection on the quality of these relations, in order to assess whether they have the character of intercultural. The understanding of the various approaches or natures of multiculturalism is the foundation for understanding what implies a possible intercultural education for all Peruvians of this understanding also derive the understanding that, in Peru, education in human rights, peace education, citizenship education, happen to be also intercultural education; given the essentially multicultural character of the country. Our intention is not to point empty, but provide know how the conceptual basis of our legislation has always been at the forefront of developments in this field on the American continent and even in Europe, although the origins of concern intercultural education are different, as will be seen later. This demonstrates ability to reflect indirectly the performance potential that exists in the country, potential, however, requires not only legal support, but political decisions and planning to boost its realization
La política educativa en educación rural en San Martin
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Diaz Labajos, Maria Leyla; Vargas Aguilar, Junelly; Padilla Guzman, Manuel
Teacher training in Peru has gone through a long metamorphic process to be legally institutionalized; a study by the historian Grohmann, J. (1922), tells us that: the process of institutionalized teacher training begins in Peru with the decision of Don Jose de San Martin, taken in 1822, to create the Normal School of Men that it was directed by Diego Thomson within the canons Lancasteriano model. This process was solidified by creating massively different schools both men and women to the creation of different Higher Pedagogical Institutes and Colleges of Education then in some universities. However, since then it has not occurred major program to improve teacher training system that already in the 70s was perceived as very poor and from that context, the policy of the Peruvian State has shown indifferent to teacher training and subsequent investment then pretend to remedy the deficiencies drawn by classroom teachers from their professional training. From this perspective, the Ministry of Education has contributed significantly to the creation of the National Teacher Education and Training (DINFOCAD), by application of Supreme Decree No. 51-95-ED, likewise, it has reinforced the mystification of the curriculum as essential to produce the improvement of education variable. In this regard, studies conducted by the Office of Statistics and Information of the National University of San Marcos tell us that: "how to teach '' and" to teach "must be the fundamental conceptions of teachers in training both Educational as well as faculties of education colleges. This view has guided transcendentally for structuring curricula of teacher education over the past 25 years. the trend towards growth in number of the Higher Pedagogical institutes is very clear taking into that in 1993, 85% of enrollments corresponded to Public Higher Pedagogical Institutes and 15% to the Higher Pedagogical Institutes Private, whereas in 2003 the first had 41% and the latter 59% . the Faculties of Education in 1995 were 38 and in 2004 were 52 of which 27 were private, serving notice that there is a majority of Educational Institutions Colleges of Education inmiscuidas in this training process. Likewise, Piscoya (1996), we stated that: despite efforts to regulate the behavior of the educational system, are observing the presence of new proposals and projects to better control the quality of teacher training offered by institutions responsible by proposals teacher accreditation systems with technical and financial support of international cooperation, based on ongoing experiences contributed from other countries in the region. Accordingly, the General Act No. 28044 of 2003 Education creates the national system of evaluation, accreditation and certification in Articles 14 to 16; however, to date there is no institution that has the explicit power to accredit institutions that provide educational services with the sole exception noted before. Specifically, all that exists today is at least 16 projects of university law and, separately 11 draft accreditation law registered in the Bureau of parts of the National Education Commission of the Congress. Faced with this situation, expectations for postgraduate studies in education are growing and encouraged by the advantages that have a greater number of certifications in a situation where over-supply of teachers with pedagogical titles progressively sharpens the competition for job positions . This is the context that generally seen in teacher training institutions in Peru, a situation that was intended to describe and explain the development of this monograph.
Los medios educativos en la enseñanza aprendizaje en educación inicial
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Coronel Lucero, Nelida Karinna; Altamirano Fernandez, Elita; Vargas Saldaña, German
In general it is considered as educational means those resources that facilitate the process of teaching and learning within a systematic comprehensive educational context, stimulating the function of the senses to more easily access information, to the acquisition of skills and abilities, and the formation of attitudes and values. Educational media for their role in the academic process can be differentiated from other elements or instructional objects that are sometimes confused with the term "medium", ie under the media category of teaching does not fit or forms or organizational modes teaching (such as demonstrations, exhibitions, group work, excursions, etc.) because they do not meet the attribute of "technological resources"; neither can include tools and instruments work and school furniture as neither scissors, markers, paper, or indeed desks, tables or chairs, meet the attribute "symbolize" or transmit messages. The latter are real objects such as animals or plants, but no teaching aids in the sense defined. It has now been inserted strongly in the educational field, so the computer assisted instruction becomes increasingly attractive. This is demonstrated by the rising number of students and teachers who use it. It is scientifically proven that the use of educational media and materials in the learning process are incomparable educational value, since concretized, facilitate and save time and effort in discovering the contents or our reality. The preponderance of the functions of the teaching profession, according as used in the teaching and learning can refer to: provide information, guiding learning, exercise skills, train, evaluate, provide simulations, provide environments for expression and create, innovate, motivate, structuring reality, set cognitive relationship, facilitate educational action form. Without pretending to confuse the classification of materials which is subject to their origin, will be classified from different points of view, for example, there are materials for students, teacher materials, printed materials, audiovisual materials, three-dimensional materials, autoeducativos materials, materials inter-learning, etc. It is necessary that associated with the knowledge of the variety of means that facilitate the teaching and learning process. there teaching skills to select properly, that the criteria that takes into account: that provide safety, that are durable and resilient, having an attractive presentation for children, who have the appropriate size, to allow easy handling, to suit the level of development of students, should encourage the development of curricular competencies that have cultural relevance, they must be multivalent allowing various uses, properly combining price and quality. In addition to criteria, some principles which use to fuse together should be observed: globalization, objectification or intuition, systematization of work. Finally the teacher training necessarily involves aspects to develop skills not to be mere consumers of media produced by others, but as critical users of the media, ie able to select and analyze the means and materials, before, during and after enter them in planning and education, according to other elements that make up the teaching-learning process. Moreover, this critical user should be able to modify, redesign or rework materials and resources selected to suit each situation, in fact flexibility and plasticity of new media and resources compared to traditional more closed and rigid media, widely facilitate this task. Setting them flexible material in their adaptation to different teaching and learning processes and at different times of these processes. This need for adaptation to the materials of learning, leads us to pay increasing attention to the selection and evaluation of existing means, to reflect on its relevance to the objectives planned way we pursue, the characteristics of students. The task of selecting media by teachers acquire greater importance every day for a number of reasons: the importance of mediated learning is acquiring in the teaching-learning current, diversity of means and resources that we, the assume that the insertion of the media in the curriculum necessarily involves reflection and analysis in your selection if you do not want to make a thoughtless use of them, the meaning they acquire in the process of teaching and learning to build confidence content and the teaching and learning environments, the role of mediators that play in the curriculum, and latent, hidden and missing values transmitted by them that will become the attitudes of students even more than the content presented formally justify them
La formación docente en el Perú
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Hidalgo Solsol, Maria del Carmen; Valdez Revilla, Jose Samuel; Padilla Guzman, Manuel
Teacher training in Peru has gone through a long metamorphic process to be legally institutionalized; a study by the historian Grohmann, J. (1922), tells us that: the process of institutionalized teacher training begins in Peru with the decision of Don Jose de San Martin, taken in 1822, to create the Normal School of Men that it was directed by Diego Thomson within the canons Lancasteriano model. This process was solidified by creating massively different schools both men and women to the creation of different Higher Pedagogical Institutes and Colleges of Education then in some universities. However, since then it has not occurred major program to improve teacher training system that already in the 70s was perceived as very poor and from that context, the policy of the Peruvian State has shown indifferent to teacher training and subsequent investment then pretend to remedy the deficiencies drawn by classroom teachers from their professional training. From this perspective, the Ministry of Education has contributed significantly to the creation of the National Teacher Education and Training (DINFOCAD), by application of Supreme Decree No. 51-95-ED, likewise, it has reinforced the mystification of the curriculum as essential to produce the improvement of education variable. In this regard, studies conducted by the Office of Statistics and Information of the National University of San Marcos tell us that: "how to teach '' and" to teach "must be the fundamental conceptions of teachers in training both Educational as well as faculties of education colleges. This view has guided transcendentally for structuring curricula of teacher education over the past 25 years. the trend towards growth in number of the Higher Pedagogical institutes is very clear taking into that in 1993, 85% of enrollments corresponded to Public Higher Pedagogical Institutes and 15% to the Higher Pedagogical Institutes Private, whereas in 2003 the first had 41% and the latter 59% . the Faculties of Education in 1995 were 38 and in 2004 were 52 of which 27 were private, serving notice that there is a majority of Educational Institutions Colleges of Education inmiscuidas in this training process. Likewise, Piscoya (1996), we stated that: despite efforts to regulate the behavior of the educational system, are observing the presence of new proposals and projects to better control the quality of teacher training offered by institutions responsible by proposals teacher accreditation systems with technical and financial support of international cooperation, based on ongoing experiences contributed from other countries in the region. Accordingly, the General Act No. 28044 of 2003 Education creates the national system of evaluation, accreditation and certification in Articles 14 to 16; however, to date there is no institution that has the explicit power to accredit institutions that provide educational services with the sole exception noted before. Specifically, all that exists today is at least 16 projects of university law and, separately 11 draft accreditation law registered in the Bureau of parts of the National Education Commission of the Congress. Faced with this situation, expectations for postgraduate studies in education are growing and encouraged by the advantages that have a greater number of certifications in a situation where over-supply of teachers with pedagogical titles progressively sharpens the competition for job positions . This is the context that generally seen in teacher training institutions in Peru, a situation that was intended to describe and explain the development of this monograph
El juego en la enseñanza – aprendizaje de la educación inicial
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Villacis Delgado, Dany; Huaman Garcia, Hilda; Vargas Vasquez, Luis Manuel
In the Peruvian education it is estimated that this climate of freedom, encourage the child's creativity not only in artistic expression, but also in solving problems, and allow developing the initiative and autonomy that allows you to do things independently and decision making to choose among several alternatives. Considering that the game is of fundamental value for all people as the alienating world in which we live, • but specifically is a right and a vital necessity for the child, a few years ago I worry about the result of continuous observations They are showing that children play less and less, both in schools and in homes and open spaces. It seems that educational institutions have lost the world of imagination by giving way only to the world of reality. The incorporation of rules and regulations, organization of time and space, programs and forms of relationship in the classroom in order to prepare children for a given society have reduced the importance of play and in many cases, spontaneity of their behavior. In early childhood education diversity of games can be used: sensory, functional, imitation, symbolic dramatic, psychomotor games, music games. The principle of freedom within the framework of early childhood education, aims to offer the child a climate of freedom that allows you to manifest spontaneously, establishing the necessary limits. Less time to play and less able to do so. And on this assertion these questions arise, what is the reason or reasons? , Small spaces and unsuitable environments, excessive limits on all that are not permitted, plastic toys, structured life increasingly artificial? and how to improve this situation and return the children at least part of their right to play? The question is not an easy, simple and definitive answer, however it is interesting to develop some points which is worth pondering. In order not to overdo explanations about the importance of play as a vehicle for building learning in kindergarten stage, we will only summarize some ideas about the game concept, the features that make the game an indispensable activity for the child development, and the contributions of the game affective engine psychosexual and social development, intellectual child. Let's start first by considering that the game is a free activity, without obligation, performed, for fun and entertainment, which is not subject to rules and that develops in an area limited1 and sometimes remote from normal means of life children participants. In addition, on them is a constant that has specific characteristics and manifestations, according to different variables that affect it such as: • The space and environment either in the school context, plazas, sidewalk, park or house, • age and number of participants, toys, materials or elements used. It is true that there are several different theories about the game and each has a part of the truth about it. What can assert in relation to those theories that define the game for its function, is that this is not only pleasant and satisfying but facilitates growth leads to establish relations group, is a form of communication and is very stimulating. Therefore, the game is always a creative experience, an experience in the space-time continuum. Even to understand the idea of play is useful to think of the concentration that characterizes the play of the child: a state of near distance at a time that does not support interference and which engages the body due to the manipulation of objects and because certain types of intense interest are linked to some aspects of body excitation. And you can further expand the statement specifying many of the skills you learn and develop naturally when you have access to play in stimulating spaces and the freedom to be creative and use all the potential and personality. What skills referred then to the flexibility to adapt instantly to new roles and locations, to collaborate, to group work, to solve problems, to adapt to ever-changing environment with a great deal of creativity and imagination because in the game manifest both physical and mental activity. Considering then that through play that children learn about the environment that surrounds them, about objects, to interact with others learning to live, for all that is necessary to provide opportunities for this experience, for creative impulses, motors and sensory which are the subject of the game. But accepting the game not as a strategy to promote learning but as a voluntary, spontaneous activity, no obligations, for fun and entertainment - never didactic, with freedom of choice against playthings, free to follow paced fun , ending the game at will and even modify these objects giving other functions or invent other rules. and understanding the game, with the features mentioned, should not be made possible in schools only at the end of each day as a space time "recreation" in which children can operate at will while teachers rest afterwards of having "worked "much in the room or to fill dead time between the conclusion of an activity and the beginning of another. The game should have as much or more importance than any other activity at these ages and materialize at any time of the day as emerging interests and needs of children without forgetting that has the particular feature of his gratuity, because of its process no achievements expected determined. Is inescapable and urgent compliance with the right of children to play and with courage, enthusiasm and fantasy even in the most desolate place can be specified adequate space and proper times for the game of children to be open meaning thereby that they are not no fixed destination and also safe and predictable expectations. The child in the sensorimotor stage denotes an essentially practical intelligence. The passage of reflex behaviors voluntary behavior does not occur automatically. The responses of the environment or people close to the child a decisive influence in this process. Then, early childhood education, if you present the multiple incidence of this game in the development of children recover space and time needed to stimulate it and that concrete daily. Finally in the role of the role of the teacher in front of a group playing, you will have to be attentive and respectful but without trying to penetrate that world perceives but it does not belong except as an observer invited to participate; however, and if so will avoid coordinating the game and limited to actions as directed
La negociación y la mediación docente en la formación del educando
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Maldonado Lopez, Yuliana Marie; Villalobos Hernandez, Sulmi Erica; Vargas Vasquez, Luis Manuel
CASCÓN (2000), distingue como forma de abordar un conflicto la prevención, indicando que los conflictos no se pueden ni es bueno prevenirlos, señalando que prevenir tiene el sentido de evitar; en cambio, prevenir requiere desarrollar capacidades, habilidades y estrategias para abordar los conflictos en sus inicios Entendiéndose por resolver los conflictos, a diferencia de manejarlos o gestionarlos, el proceso que lleva a su abordaje, hasta llegar a descubrir y resolver las causas profundas que lo originaron, es decir prevenir. En este sentido, la prevención a nivel educativo va a significar intervenir en el conflicto cuando está en su inicio, sin esperar a que llegue a la fase de crisis. Se trata de favorecer y proveer de una serie de habilidades y estrategias que nos permitan enfrentar mejor los conflictos. Para ello es muy importante que el docente trabaje con los alumnos desde la diversidad, respetándose y descubriendo los valores que tiene cada cual como individuo y como miembro de un grupo, con contextos a veces diferentes, así se estarían eliminando las bases de muchos conflictos que se producen en el marco educativo. Para la consecución de esto es necesario y conveniente construir la relación, donde se considere más al otro, partiendo de la necesidad básica de todo ser humano de ser aceptado, integrado, respetado, en cuanto a sus valores, identidad y diversidad. Se trata en definitiva de poner en marcha un proceso que cree las bases para enfrentar cualquier disputa o divergencia en el momento en que se produzca, mejorando las relaciones entre los sujetos del proceso educativo, partiendo de la necesidad de conocerse con detenimiento, tanto docentes como alumnos; dándole significado a las experiencias personales, estando conscientes de las limitaciones y potencialidades. El compromiso para la formación de un individuo capaz de tomar las riendas de su propio desarrollo; dispuesto a analizar su entorno y propiciar las transformaciones necesarias, exige un docente involucrado en el cumplimiento de los fines antes mencionados, que posea claridad en los propósitos, conciencia del quehacer y reflexión sobre su actuación. Lo cual requiere de una alteración en los roles a cumplir por parte del docente y del estudiante, entre ambos ya no debe existir una separación abismal, toda vez que el propósito de reconstruir nuevos significados, los sumerge en una praxis interactiva en pro de su consecución. La naturaleza reconstructiva del aprendizaje, sugiere la presencia de un docente comprometido con la tarea de formar seres creativos e independientes, siendo así, la acción docente se orienta a la mediación en el proceso de reconstrucción racional del conocimiento, despertando interés en los estudiantes y convirtiéndolos en protagonistas y responsables de su actividad autoestructurante, en torno a este aspecto ASCANIO (1997), expresa: " por eso el docente debe dejar que la realidad sea interpretada por el estudiante según su conveniencia, postura filosófica y visión del mundo; para ello el docente se debe desempeñar como un mediador entre el objeto de conocimiento y el estudiante, donde conociendo los esquemas conceptuales avanzados por los estudiantes, introduzca nueva información a través de discusiones abiertas e intercambio de ideas en las cuales surja la necesidad de reconstruir nuevas estructuras de significados adaptadas a las carencias descubiertas por el desequilibrio provocado por tal efecto". Esto puede ser apoyado mediante la programación de experiencias de aprendizaje que fomenten la adquisición y desarrollo de habilidades y estrategias como: la discusión en grupos, debates, dramatizaciones, foros, discusión de casos ... , igualmente la colaboración y solidaridad entre pares, dirigidas hacia el fomento y formación en habilidades para la resolución de conflictos donde se de el ganar - ganar. Este aprendizaje sugiere que el aula de clases revista un matiz de escenario abierto para el dialogo, para el trabajo en grupo, para la discusión en función de obtener conocimientos generadores de cambio en la manera de actuar y pensar de los individuos, que permita la interacción entre los estudiantes, y entre estos y el contexto sociocultural.
Calidad y desempeño profesional del magisterio en educación inicial – primaria en la ciudad de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Lapiz Minchan, Karina; Sanchez Becerra, Maria Fany; Zubiate Montalvan, Pedro
Faced with the great challenges of transformation and economic development - social, political and cultural world, in Latin America and Peru, education in its different expressions, cobra unusual strategic importance, especially with the rise of the technological changes that have transformed in complex modern societies realities, affected by a strong dynamism that has knowledge and information. Achieving quality education for all is the essential purpose of this century, it is an end its roots in humanist values and also constitutes an essential instrument for better exercise of individual freedom, for personal fulfillment, social and economic progress. The teaching profession is one of the most sensitive to social, political, cultural, technological societies. It also has the ongoing challenge of contributing to the training of actors or social subjects who are able to undertake the transformations affecting the world. In this sense, the educational role of the teaching profession seems to be diluted among so many roles that are imposed on the teaching practice from the guidelines issued by the governing bodies of education. In dealing with issues related to teaching quality, TRAHTEN, L. (1998), considers that:.. "If we do not invest in teachers and principals, improve the quality not as serious as the dropout rate is the magisterial desertion Students should not be in the hands of improvised education "policies to accompany the entry to teaching involve therefore two different types of measures. First, measures to seriously encourage performance in the first years of studying each level of education in marginal areas or with disadvantaged populations to prevent these positions continue to fulfill the role of "points of entry" to the labor market. Second, measures designed specifically to convert the first years of professional performance of the teacher training process, through mentoring and other support mechanisms. The teaching profession, by its essence demands training, otherwise it is impossible their participation in achieving quality. But not a training intelectualista some isolated areas, simple instruction, but systematic, pragmatic and comprehensive. Therefore, from our perspective the profession is a search, an encounter and a construction that is performed on a shared basis to open spaces for reflection and ongoing dialogue. So much so that poses dilemmas, controversies, doubts and successes of magnitudes so diverse that enrich each day
Programa CSCJF basado en la teoría de jean piaget para mejorar las habilidades básicas del pensamiento lógico matemático en los niños de 5 años de la institución educativa Nº 00205 del distrito de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2006) Hernandez Guevara, Nancy Rocio; Sanchez Barturen, Yeni Yanina; Valdez Revilla, Noe Daniel
The present investigation had had as objective to elaborate and to apply the program "CSCJF" to improve the basic abilities of the mathematical logical thought significantly in the children and girls of 5 years of the lnstitution Educational Nº 00205 of the district of Rioja; 1 study that is justified specifically for their relevance in the educational field in Logical Mathematics's area that you development in the level of initial education and to have allowed to stimulate in the children and girls the basic abilities that will be good them for the mathematical logical knowledge. The theoretical conception that sustains the present study is based on the contributions of Piaget (1975 - 1977), on the mathematical logical knowledge in the boy and in the studies of Riquelme (2003), on the basic abilities for the initiation to the calculation. Supported in these theories, it was considered the following hypothetical position: Alternative hypothesis; lf it is elaborated and does it apply the program "CSCJF" based on Jean's theory Piaget, then he/she will improve the basic abilities of the Mathematical Logical Thought significantly in the children and girls of 5 years of the lnstitution Educational Nº 00205 of the district of Rioja, 2006?. Null hypothesis; lf it is elaborated and it applies the program "CSCJF" based on Jean's theory Piaget, then he/she won't improve the basic abilities of the Mathematical Logical Thought in the children and girls of 5 years of the lnstitution Educational Nº 00205 of the district of Rioja, 2006. The sample was conformed by 20 children and girls of the lnstitution Educational lnitial Nº 00205 of the district of Rioja, the age of the children and girls it is of 5 years, to this sample he/she was applied the program of basic abilities "CSCJF" during 9 days. After the analysis and respective interpretation of the results, it was demonstrated that the application of the program "CSCJF" improves the basic abilities of the mathematical logical thought significantly in the children and girls of 5 years of the lnstitution Educational Nº 00205 of the district of Rioja.
Los títeres como estrategia didáctica y su influencia en el aprendizaje significativo de los niños de 4 y 5 años de edad en el área de lógico matemática, de la I.E. Nº 303-Santa Rosa de Enace, del distrito de Rioja - 2006.
(Universidad Nacional de San Martín. Fondo Editorial, 2007) Maslucan Rojas, Lidia Guillermina; Quispe Hernandez, Luz Maribel; Julca Urquiza, Ronald
This investigation was born because we check many problems in the children's learning, in math logic, area. All this was born because the teacher don't want and don't have new didactic strategies that help to the students, being the best for them. By the way this investigation evaluate the new method that is based in the use of marionette, they help in the children's learning from 4 and 5 years in math logic area. We took as reference to the 1.E. number 303, ubicated in Santa Rosa from Enace in Rioja, because this institution presented many problems when we made the diagnostic. The pedagogic, psychology, history and cultural and the constructivism help us when we make the theoric course, it made the hypothesis, it get a conclusion, it was that, if then didactic strategies enter in the conduction of taaching-learning process we will get significative learning in the children, for that reason, the study show was a section of is children because this the l.E. 303 just has one section. In his operative part, the investigation was drive using the pre-experimental design of just one group, so, before we begin the experiment , we used a pretest, because we wanted to evaluated the previous knowledge of the children, this pretest was oppose with the post test before the didactic strategies application. For the statistic oppose of the hypothesis, we made "chi cuadrado" test, it result with 95% of trust for that reason we check that the learning of the students was better after of the marionette application in the teaching-learning process. By the way, in the range of calification for the children garden education, the children got the level that we wanted, it showed the acceptance of the hypothesis that we have in the investigation.
La educación ambiental en el desarrollo de actitudes ecológicas
(Universidad Nacional de San Martín. Fondo Editorial, 2007) Soplin Isla, Rosita del Carmen; Suxe Padilla, Ronal; Vargas Vasquez, Luis Manuel
This bibliographical research studies to environmental education in the development of ecological attitudes in response to environmental problems. Changes in the atmosphere, and the consequences of warming on the planet, further climate change, discrimination in the ozone layer, the effects (on: in which major threats at the level of the entire biosphere as discussed health and others) are constantly discussed. Degradation of vegetation cover, mainly manifested through the destruction of temperate forests due to acid rain and fires. The pollution of inland and marine waters, the inefficient use of water resources in general. The population decline and extinction of many plant and animal species as a result of the alteration and destruction of habitats, with corresponding effects of loss of biodiversity. Given these problems Environmental Education emerges as an alternative solution that seeks to build environmental attitudes f aimed at sustainable development. Which it is a comprehensive, systematic and continuous process of information, training and formal training, formal and informal, based on respect for all forms of life, where people, individually and collectively, become aware and take responsibility for the environment, resources, through the acquisition of knowledge, skills, attitudes, values and motivations that make it easy to understand the complex interrelationships of ecological, social, economic, political, cultural, ethical and aesthetic involved in the environment, as well as participate and mobilized in order to solve and prevent problems and future within a sustainable development process oriented towards coexistence in harmony and balance with nature, for the benefit of present generations to come. In this way the individual through environmental education is achieving assimilate the concepts and internalize the attitudes by which acquired the skills and behaviors that enable you to understand and prosecute the interdependence established between a society. Achieve an overall environmental improvement and sustainable living is possible if among other things individuals perform behaviors referred to as ecological responsible behavior and characterized because they involve behaviors favorable to the environment that contribute to their protection, preservation or at least a reduction environmental deterioration. Ultimately environmental education is a learning process and formation of attitudes that should enable the individual to participate actively and responsibly in their natural and social environment.
La afectividad de los docentes del nivel inicial en la enseñanza - aprendizaje
(Universidad Nacional de San Martín. Fondo Editorial, 2007) Nuñez Montenegro, Yovany Ceci; Diaz Estela, Teresa; Padilla Guzman, Manuel
In the beginning of the history of human civilizations do not seem to have been a speech on the separation between the cognitive and affective, affection being one of the primary processes basically as secondary cognitive process. Most recently in contemporary times. separation of affective and cognitive processes where it appears that man is categorized by: learning is cognitive and affective desire is. Today it requires the individual to be formed in an integrated way without leaving unnoticed affectivity. Factors favoring affective development, also produce the same result of cognitive development and also the emotional development depends on adequate combination that the individual can do, new learning tasks assigned to him and cognitive development as allow the teachers often provide too much structure in didactic activities. As for the emotional relationship teachers are solely responsible for creating a pleasant environment for children, play, recreation to achieve development responsibility for the boy and girl as well as the attitude of assimilation of knowledge because the child and girl learns more by affection than by intellectual self-concern. The value of expressing affection I defects generated by students in teachers is the beginning of recognizing the classroom; a different dimension usual, ie horn a neutral space where knowledge and intellect relates only; but a space where affective relationships are also interwoven, linkages, partnerships, etc. The effectiveness comes from within the self, to stimuli that provide teachers in the process of learning of children in the preschool stage, as the infant needs, both physiological and psychological unconditional love, both parents and teachers. Chaves says that affectivity is a set of knowledge expressed through actions among people in any social context in which individuals are involved; teachers and students are called to make the classroom a space for building human relations, recognizing the emotions as essential for individual, interpersonal and social development emotion. The effectiveness is based on psychological theories of White and Watts, Simpson and Gray, Rosenshine, Landsheeren and Ausubel Since then studies conducted with affectivity improvement in the learning of preschool teachers t1acia. In affectivity also it influences society often either a pleasant or unpleasant way that will allow the child assessed as it is
Estrategia lúdica caritas felices para desarrollar el aprendizaje significativo en niños(as) de 04 años de la institución educativa inicial Nº 288 provincia de Rioja
(Universidad Nacional de San Martín. Fondo Editorial, 2007) Pacheco Alvarado, Diana Maria; Del Aguila Rojas, Daysi; Davila Barrientos, Doris Marleni; Lopez Novoa, Ibis Lizeth
The present investigation is an experimental level dealing with boys and girls from the "Ana Sofia Guillena Arana" 288 kindergarten Rioja city - San Martin Region. The general goal of investigation was to propouse apply the Strategy Happy Faces to develop the significative learning with kids four years old. Playing is the base of intensive it is a most in a young child life that will better develop his future. The activities were based and young child early life and theory was influence based in Piaget, Vigotsky, and Ausubel, the reason for this it's because this theory considers playing an important part of a young child life. The Sample was made of 52 kids; of wich 26 were from rabbits section (experimental group) and 26 from chicks section (controul group) previously a pre test was conducted. To obtain relevant resoults. The lucidia Strategy was apply on the experimental group. Later the pre test was conducted to confirm our resoults. The resoults allow was to except the alternative high hypothesis wich chisquare value is 24.04 and the critical value is 3.84 with 5% level significance. This indicate the lucidia Strategy Happy Faces has developed the significative learning of kids tour years old. Our study found the kids in experimental group had grader learning in the post test than kids in the control group did with their post test. Meaning the lucidia Strategy has produce significant resoults in the learning of boys and girls tour years old in Ana Sofia Guillena Arana 288 Kindergarten Rioja city. The application Happy Faces has produce significant resoults in young kids, this method should be use to better educative system of our country. New methods should also be explored that can better our educative system.

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