EDUCACIÓN INFANTIL: UNA MIRADA PARA LOS ESTILOS DE APRENDIZAJE Y LA METACOGNICIÓN
DOI:
https://doi.org/10.55777/rea.v5i10.957Keywords:
Aprendizaje, estilos de aprendizaje, metacognición, educación infantilAbstract
Resumen
El objetivo de este trabajo es presentar los estilos predominantes de aprendizaje de profesores y niños, así como las estrategias metacognitivas de regulación utilizadas por los niños de un Centro Municipal de Educación Infantil (CMEI), de la ciudad de Curitiba / Paraná / Brasil, a fin de reflejar la práctica docente. Los participantes fueron 104 niños, divididos en siete clases, cuatro de Maternal III (niños de 3-4 años) y tres de Pre-escolares (niños de 4-5 años). Los instrumentos de investigación utilizados fueron el Cuestionario de Honey-Alonso de Estilos de Aprendizaje con los maestros, Inventario Portilho/Beltrami de Estilo de Aprendizaje, el diseño de del maestro y las preguntas metacognitivas con el niño. Los resultados muestran la importancia del maestro seguir el desarrollo y el aprendizaje de sus alumnos, observando el cómo y el cuanto su estilo de enseñanza y aprendizaje pueden interferir en el aprendizaje en sus estudiantes. El trabajo metacognitivo en el aula es una manera del estudiante, desde pequeño, participar activamente de su propio proceso de aprendizaje.
EARLY CHILDHOOD EDUCATION: A LOOK FOR LEARNING STYLES AND METACOGNITION
Abstract
The aim of this paper is to present the predominant learning styles of teachers and children, and also the metacognitive regulation strategies used by the children of a municipal education (CMEI) of Curitiba/Paraná /Brazil, which reflects the teaching practice. It were 104 participants, all children, divided into seven classes, four of Maternal III (3-4 year olds) and three of Preschoolers (children 4-5 years). The research instruments used, were the Questionnaire of Honey-Alonso Learning Styles with teachers, Inventory Portilho/Beltrami of Learning Style, the design of the teacher and the metacognitive questions with the child. The results show the importance of the teacher to follow the development and the learning of their students, observing how the style of teaching and learning can interfere in the learning of their students. The metacognitive work in the classroom is the way of the student, since little child, to participate actively in their own learning process.
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