Los ambientes pedagógicos como espacios de experiencias significativas para promover el desarrollo del pensamiento crítico del niño y la reflexión de la práctica docente del prejardín del colegio bolívar

Abstract

In this work of degree it is tried to explain the model developed with the children of the pre-garden of the Bolivar School of the city of Santiago de Cali, through the methodology of how the pedagogical environments constitute spaces of significant experiences for the development of the critical thinking. In the methodology, the observation of the interactions of children was taken as supporting instruments, through the activities and dynamics proposed within the classroom of the chosen population and the survey carried out by the regular teachers and the area of curriculum support The analyzed data can demonstrate that the pedagogical environments as spaces of significant experiences promote and develop the critical thinking of the boy and the girl and the reflection of the teaching practice, in order to potentiate the development and learning of the students through the self-regulation, autonomy, sensitivity, creativity, development of motor skills, cooperative work, good body postures, interaction with the material, promotion of work habits, the construction of their own learning, active participation, proactivity and personal and interpersonal relationships.