Examinando por Autor "Bustos G., María Magdalena"
Mostrando 1 - 2 de 2
Resultados por página
Opciones de ordenación
Publicación Restringido Estilos de aprendizaje en educación preescolar(2022-08-01) Sierra Ennis, Karina Patricia; Bustos G., María Magdalena; Gómez Gallego, DianaThis work is a compilation-type monograph focused on the topic of learning styles in preschool education, for which three categories were taken: cognitive style, learning style and thinking style; with the intention of expanding the conceptual framework, knowing the classification of these styles and contextualizing their importance in preschool education. In the same way, establish a relationship between them and emphasize learning styles, such as cognitive, affective, and physiological traits that affect learning and that must be identified by teachers, to guide their teaching and pedagogical-didactic strategies according to them.; looking for significant learning. Research related to the subject is located, at the international, national, and local level as references to learn about the subject under reviewPublicación Acceso abierto Prácticas pedagógicas comunitarias de madres rurales para el desarrollo integral de infantes del municipio de San Carlos-Córdoba(2020-10-10) Pitalúa de Valle, Amparo del Carmen; Causíl Polo, Nerys Estela; Bustos G., María MagdalenaThis document is the result of an investigative exercise that sought to understand the pedagogical practices of community-rural mothers enrolled in the Homes of the Colombian Institute of Family Welfare (ICBF) and their impact on the integral development of infants, from zero to five years, from the town of Guacharacal, located in the municipality of San Carlos-Córdoba. The research was approached under a qualitative study of an ethnographic-interpretive type, due to the fact that it was described, explained and interpreted what happens with the practices assumed by community mothers, their profiles, action frames, pedagogical strategies, socialization and their social contribution. All this within a theoretical horizon defined from social pedagogy and rurality. This research made it possible to establish potentialities, successes, limitations and gaps that arise around the dynamics of community homes, especially in the foundations and theoretical reflections on the pedagogical-didactic dimension. This is due to the fact that community mothers focus on the development of the content and activities developed based on the guidelines provided by the ICBF. Also, it is possible to establish that these actions are given in a mechanical and non-reflexive way, they are focused on the development of the contents and activities, a situation that also occurs in the FAMI modality. In this modality, the pillars of early childhood education were identified as state policy and their strategies (games, art, literature and exploration of the environment) and their application to children up to two years of age, and to expectant mothers. But, in the same way, complying only with what is established in the planning.