Construcción de una propuesta pedagógica a partir del abordaje de las actividades rectoras

Abstract

Talking about guiding activities in a pedagogical proposal contains a number of concepts that are linked to the Game, Art, Literature and Exploration to the environment, therefore the importance of potentializing those energies and previous knowledge brought by children from their natural environment is recognized. they are their social contexts, since depending on the population group of boys and girls we carry out some lines of work action for each level identified from the social constructivism that is the pedagogical model that allows us to work from the particularities of each children visualizing their environment of social relationship without “chiquitin” here ceasing to be critical of his thoughts that is why the child-centered constructivist approach to early childhood education has its roots in the work of psychologists Lev Vygotsky. Vygonsky's theories about child development, cognition and intelligence worked as a framework to inspire the development of the constructivist approach to learning. The constructivist approach sees children as active participants in their own learning. Education is then much more than memorization, it is the integration and assimilation of knowledge to be used and analyzed more deeply. Constructivist strategies try to ignite a child's curiosity and love for learning. For the implementation of a constructivist concept, three aspects that allow a discovery in the development of children in early childhood must be taken into account: Development as a process of reconstruction and permanent reorganization. When the study of this process had already defined the characteristics of the stages of development and the performances of the children in each of them, new facts and theories appeared that forced them to rethink them; competence that refers to general capacities that make possible the "doings", "knowledges" and the "be able to do" that the children manifest throughout their development. These capacities arise from the reorganization of their affections and knowledge when interacting with others, with their environments and with themselves; Reorganizing experience refers to a cognitive functioning that marks crucial moments in development, since they synthesize the previous knowledge and simultaneously serve as the basis for later, more elaborate developments. A reorganizing experience rather than accumulation is the result of the integration of previous capacities, which allow children to access new „knowledge‟ and „do‟ and move towards more complex forms of

Thought and interaction with the world. For example, by three or four years, children are able to understand the intentions, emotions and beliefs of others, differentiating them from their own. It is considered that this ability to "understand the minds of others" is a reorganizing experience because it integrates "knowledge" and "social, emotional and cognitive, previous". These three conceptions are applied in three age groups: 0 to 1 year, 1 to 3 years and 3 to 5 years that are the population groups that provide the child home service combined with the component of educational and protective environments where the role of the teacher As an educational agent, it plays a very important role.