El rol del docente en el aprendizaje preescolar del lenguaje y la comunicación durante la pandemia por COVID-19
The COVID-19 pandemic has distanced children from the classroom, and has led to change education, to the distance modality, which limits the appropriate learning conditions for the development of preschool children. This research was carried out from the interpretive paradigm, with a qualitative met...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Repositorio Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:localhost:44000/5518 |
| Acceso en línea: | http://repositorio.ulvr.edu.ec/handle/44000/5518 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación de la primera infancia Docente de preescolar Lenguaje Comunicación |
| Sumario: | The COVID-19 pandemic has distanced children from the classroom, and has led to change education, to the distance modality, which limits the appropriate learning conditions for the development of preschool children. This research was carried out from the interpretive paradigm, with a qualitative methodology based on the focus group method, it was developed with an exploratory study design. This is a work about the role of the teacher in children’s learning of language and communication during the pandemic. From the analysis of the experiences shared by the teachers participating in the study, it can be concluded that a revaluation of the humanistic and constructivist character of the teacher is necessary, who must be able to give pedagogical guidance to parents, overcome their own limitations and innovate to put children at the center of educational influences and didactic interventions, as a mediator between their cognitive and socioemotional needs, content, expected learning, technology and circumstances. |
|---|