Examinando por Materia "Parenting guidelines"
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- PublicaciónAcceso abiertoAcompañamiento familiar en el proceso de formación integral de los niños y niñas desde lo académico y comportamental, en la Fundación Hogar Juvenil Programa de Atención Integral a la Primera Infancia, IE Los Araujos y José Acevedo y Gómez(2018) Luna Fernández, Arlet Evelin; Peña Castro, Claire; Vargas García, Sol Ángel; Sierra Pineda, Claudia MaríaIn the present work of investigation it was tried to analyze the accompaniment that the parents of families and caregivers have, like fundamental part in the scholastic performance of the boys and girls in the initial and basic primary education within their integral development; in the educational institutions the Araujos (Monteria), José Acevedo and Gómez (Medellín) and the youth home foundation comprehensive early childhood care program (Cartagena). With the purpose of determining what are the accompanying practices and strategies in each one of the institutions; Regarding the methodological design, the qualitative, research-action approach was used, carrying out a type of research by means of sample groups, making a description of the family environment, communication in the family and personal experience of the child. The sample of the study was 15 families, with children between 5 to 10 years old, 3 teachers of grade 2, 4 and early childhood. The instruments used were interviews with the students, parents and teachers, questionnaire for the entrance to parents, direct observation of the students and parents and a field diary of the accompaniment made by the parents regarding the tasks of your son in the classroom. According to the analysis of the applied instruments, the following data were visualized; 50% of the parents respond to all the commitments, participation about school tasks and visits to the institution when they are called the other 50% of the sample population do not respond, are absent in front of their duties with their children
- PublicaciónAcceso abiertoPautas de crianza: perspectivas pedagógicas para la formación integral de los estudiantes de media de la Institución Educativa Técnica Ecológica Emma Cecilia Arnold – IETEECA(2021-04-04) Novoa Rodríguez, Jhon Jairo; Garzón Galindo, PilarThe research on Parenting guidelines: pedagogical perspectives for the comprehensive training of Middle School students at the Emma Cecilia Arnold Ecological Technical Educational Institution, is aimed at analyzing parenting guidelines from pedagogical perspectives related to the comprehensive training of students. The theoretical support is based on four categories: family, parenting guidelines, pedagogy and comprehensive training. In this sense, Galvis (2011) expresses that the family is configured as the primary space and natural environment where its members develop, using upbringing guidelines that are related to family regulations to establish patterns (Acevedo, 2008). Regarding pedagogical knowledge, Zuluaga (2003) says that it arises from a triple relationship of approaches: pedagogical practice, reflection and the teaching role. Arboleda (2011) affirms that comprehensive training is an essential tool within the teaching and modeling processes both at home and in institutions. The study was framed in the qualitative paradigm, using the narrative story from the filigree of the 10th and 11th grade students. The conclusions show that parenting guidelines are focused on new family models in which there have been ruptures and reconstructions of homes. In them, most are raising their children according to how they were raised. Likewise, common sense, belonging and dedication on the part of teachers was identified, making pedagogical knowledge a hopeful scenario for students; however, some continue to express negative attitudes in the institution.
- PublicaciónAcceso abiertoPautas de crianza: perspectivas pedagógicas para la formación integral de los estudiantes de Media de la Institución Educativa Técnica Ecológica Emma Cecilia Arnold – IETEECA.(Universidad de San Buenaventura, 2021-05-25) Novoa Rodríguez, Jhon Jairo; Garzón Galindo, Pilar; Grupo de Investigación Interdisciplinario Educación y Pedagogía [GIEP] (Cartagena)La investigación Pautas de crianza: perspectivas pedagógicas para la formación integral de los estudiantes de Media de la Institución Educativa Técnica Ecológica Emma Cecilia Arnold, está orientada a analizar las pautas de crianza desde perspectivas pedagógicas relacionadas con la formación integral de los alumnos. El soporte teórico está sustentado en cuatro categorías: familia, pautas de crianza, pedagogía y formación integral. En tal sentido, Galvis (2011) expresa que la familia se configura como el espacio primario y entorno natural donde se desarrollan sus miembros, utilizando pautas de crianza que se relacionan con una normativa familiar para establecer patrones (Acevedo, 2008). En cuanto al saber pedagógico Zuluaga (2003) dice que surge de una triple relación de planteamientos: práctica pedagógica, la reflexión y el rol docente. Arboleda (2011) afirma que la formación integral se constituye en una herramienta esencial dentro de los procesos de enseñanza y modelaje tanto en los hogares como en las instituciones. El estudio se enmarcó en el paradigma cualitativo, utilizando el relato narrativo desde la filigrana de los estudiantes de 10° y 11°. Las conclusiones denotan que las pautas de crianza están centradas en nuevos modelos familiares en los que se han dado rupturas y reconstrucciones de los hogares. En ellos, la mayoría están educando a sus hijos conforme a cómo fueron criados. Así mismo, se identificó el sentido común, de pertenencia y dedicación por parte de los docentes haciendo del saber pedagógico un escenario esperanzador para los estudiantes; sin embargo, algunos siguen manifestando actitudes negativas en la institución.
- PublicaciónAcceso abiertoPrácticas de protección como prácticas de crianza: No me gustan las tareas(2014) Cárdenas Pino, Johana María; Ramírez Gómez, Noemy; Álvarez Torres, Jair HernandoThis article was aimed to observe the different concepts that are currently on the tasks, from different points of view, you pair of teachers, parents and students; These observations lead us to highlight the different beliefs in times of such tasks at home and school. To meet the objectives, a research exercise was developed, using the survey as a means of gathering information; also an experiential parent workshop family, which became a place of reflection for teachers and parents was also performed; equally dialogues with students allowed to inquire about their conception of the tasks were performed.