Maestría en Gerencia Educativa

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    Diseño microcurricular de educación inicial para la orientación del proceso de enseñanza-aprendizaje de niños y niñas de cuatro a cinco años, del centro educativo “Amiguitos Aprender”, de la ciudad de Guayaquil, período lectivo 2006-2007.
    (Universidad Estatal de Bolivar. Departamento de Posgrado., 2007-04-13) Almeida Jurado, Gonzalo; Cevallos Narváez, Dolores; García, Galo
    The Thesis titled Microcurricular Design for Pre-school Education for the orientation of the process of teaching-learning of children from four to five years, of the Educational Center “Little Friends Let’s Learn” of Guayaquil, is the result of the investigation carried out by the applicants to masters, with the purpose of helping and guiding the teachers of Initial Education in the classroom, providing them with a technical-curricular instrument adapted to their reality, and to facilitate their didactic practices, didactics considering the integrity, security, and development of the children. Initially, a diagnosis was carried out , that is to say, an exhaustive study to identify the real situation of the Center up mentioned, in order to do that the appropriate tools were elaborated instruments such as surveys of the educational personnel with close end questions and the application of observation records in the classes. According to the analysis and systematizing of the data, the result of the process revealed the following: 87% of the teachers don't know how to elaborate a Design syllabus; 87% of the teachers don't apply appropriate methodological strategies; 74% of the staff who work in the Program of Initial Education is high school graduates and 13% has another Title that doesn't correspond at the level; 62% of the teachers improvise their classes, 100% indicate they lack a model of planning that contributes in the teaching-learning process development of the pre-school children appropriate to their chronological age; 87% of children and girls don't want to attend the classes and they don't participate during the teaching-learning process. Generally the gaps in the process of Curricular Design are found in the planning because the teachers don't know how to plan or they simply don’t plan, which generates difficulties in the teaching-learning process. Considering that the pre-school education, is very important because it is the fundamental scenario to establish bases in the cognitive, psychomotor and social development of children, the Ministry of Education and Culture, through the Interministerial Agreement # 004 of June 26 of 2002, in their 1 st. Article, formalizes the validity of the present National Curricular Referent for the Initial Education of the children and girls between zero and five years old, and in Art. 2: states that the necessary Institutional Curricula must be elaborated in response to the guideline of the Curricular Referent", but since until the present date, an appropriate Institutional Curricular Design has not been elaborated, and even worse an appropriate classroom design has not been elaborated either; with these antecedents as a foundation, we have believed it pertinent and necessary to elaborate the Microcurricular Design, with the purpose of having it serve as a guide for the pre-school teachers. This model is centered in the zero to five year-old children, as social actors subject of rights and teachings, parting from the reality of the scientific and technical contributions which serves as a guide for the thesis. The training of the pre-school teachers involved in the process was also considered. We considered their training in the use of methodological strategies and curricular planning validated by the Provincial Direction of Education and Culture of Guayas, through the DINAMEP. In conclusion, the proposal stated by the Microcurricular Design for the Initial Education process of children between four and five years, was built and profiled through the work, investigation and the contribution of experienced and qualified teachers and pre-school educators and adapted to the reality and chronological age of their students, therefore this guide provides lessons for life. It was carried out under the following action lines: it is open and flexible, it has a referential and orienting character for the pedagogic work of Initial Education. The conceptual bases of the Curriculum are the Constructivist and the Conceptual Pedagogy. The curriculum incorporates the development of the main axis which are: the affectivity, creativity, and logical reasoning which should be immersed in the following Development Axes: Personal, Social, Cognitive, and Psychomotor that also include the group of experiences, dexterities, abilities and attitudes that the children will develop in their process of integral formation; the profile of the boy's and girl’s development; the classroom planning, induces to the significant learning in terms of capacities and that it is not bounded to the accumulation of knowledge. The methodological strategies such as games and the arts, the schedule of classes (from 08h00 to 12h00, with two daily recesses of thirty minutes each one, one for a snack and the other one for rest); the evaluation system that was applied to evaluate the capacities, abilities and not only their knowledge. All of these impacted positively in the children integral education that is to say with a focus on the development of the processes (skills) and not exclusively on the contents, therefore it is adapted to an achievement format (standard) E.g.: Very satisfactory, Satisfactory, Not satisfactory. The school régime for trimester is kept. Teachers were also qualified so that they know and are able to manage the curricular planning and the methodological strategies (art and game). This way the teaching-learning process is planned and improved without interruptions to respond to the National Curricular Referent basic limits. The beneficiaries of this scientific investigation were the 162 children primarily from four to five years of age, the educators in general and concretely those of the Initial Educational Center “Little Friends Let’s Learn” of the city of Guayaquil. With the application of the project which included the training of the personnel that works at this level, we achieved that the teaching-learning process becomes a more dynamic and motivational one, with classes properly planned and sequenced in accord with the children chronological age. Art work and games were an important part of the daily routines which had a direct influence in the kids willingness to attend classes which can be replied in other Initial Education Centers, that they work with children and girls in this age. The legal bases that the present project has are: Interministerial Agreement # 004 published on the month of June of year 2002, and signed by the Minister of Education and Culture, the Minister of Welfare, the Minister of Labor and human resources, the Minister of Public Health, the Minister of Urban Development and Housing, the Technical Secretary of the Social Front, The Code of the childhood and the Adolescence, among others. This way we contribute to achieve the changes that are required in the Educational System, since the destination of the country and of the new generations it depends on that we make now to form the future of our Country and that of our children and daughters.