Scientific spirit in early childhood
Play and fun are key elements in the pedagogical work with five-year school children, since the teacher is required to carry out a hermeneutical and phenomenological exercise coming from the interaction among the different languages used by children to communicate their thoughts, emotions and ideas....
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6809
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13415
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167
https://repositorio.uptc.edu.co/handle/001/13415
- Palabra clave:
- curiosity
questions
context
teaching practice
teacher.
curiosidad
pregunta
contexto
práctica pedagógica
maestro.
curiosité
question
contexte
pratique pédagogique
maître.
curiosidade
pergunta
contexto
prática pedagógica
professor.
- Rights
- License
- http://purl.org/coar/access_right/c_abf310
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| dc.title.en-US.fl_str_mv |
Scientific spirit in early childhood |
| dc.title.es-ES.fl_str_mv |
El espíritu científico en la primera infancia |
| dc.title.fr-FR.fl_str_mv |
L’esprit scientifique de la petite enfance |
| dc.title.pt-BR.fl_str_mv |
O espírito cientifico na primeira infância |
| title |
Scientific spirit in early childhood |
| spellingShingle |
Scientific spirit in early childhood curiosity questions context teaching practice teacher. curiosidad pregunta contexto práctica pedagógica maestro. curiosité question contexte pratique pédagogique maître. curiosidade pergunta contexto prática pedagógica professor. |
| title_short |
Scientific spirit in early childhood |
| title_full |
Scientific spirit in early childhood |
| title_fullStr |
Scientific spirit in early childhood |
| title_full_unstemmed |
Scientific spirit in early childhood |
| title_sort |
Scientific spirit in early childhood |
| dc.subject.en-US.fl_str_mv |
curiosity questions context teaching practice teacher. |
| topic |
curiosity questions context teaching practice teacher. curiosidad pregunta contexto práctica pedagógica maestro. curiosité question contexte pratique pédagogique maître. curiosidade pergunta contexto prática pedagógica professor. |
| dc.subject.es-ES.fl_str_mv |
curiosidad pregunta contexto práctica pedagógica maestro. |
| dc.subject.fr-FR.fl_str_mv |
curiosité question contexte pratique pédagogique maître. |
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curiosidade pergunta contexto prática pedagógica professor. |
| description |
Play and fun are key elements in the pedagogical work with five-year school children, since the teacher is required to carry out a hermeneutical and phenomenological exercise coming from the interaction among the different languages used by children to communicate their thoughts, emotions and ideas. In order to reflect about the scientific spirit in early childhood, it is necessary firstly to think about how its logic develops and operates and about the need to recognize in the sociocultural environment the possibilities to stimulate talents or the limitations demarcating their development, secondly, teaching practice must be thought in order to establish dialogue forums with students to know their needs and interests and guide their searches. To meet other is possible for children to the extent that the dialogical principle of knowledge interaction is recognized and the discovery of tensions and meeting points around the educational praxis, as an approach to infant’s rationality and his/her ways of learning, towards the social construction of boy and girl gender identity in our society. |
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2016 |
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2024-07-05T19:04:12Z |
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2024-07-05T19:04:12Z |
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2016-01-04 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6809 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167 10.19053/22160159.4167 |
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https://repositorio.uptc.edu.co/handle/001/13415 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167 https://repositorio.uptc.edu.co/handle/001/13415 |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167/3593 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167/html |
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application/pdf text/html |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 7 No. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106 |
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Praxis & Saber; Vol. 7 Núm. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106 |
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Praxis & Saber; Vol. 7 No 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106 |
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Praxis & Saber; V. 7 N. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106 |
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Praxis & Saber; v. 7 n. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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2016-01-042024-07-05T19:04:12Z2024-07-05T19:04:12Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/416710.19053/22160159.4167https://repositorio.uptc.edu.co/handle/001/13415Play and fun are key elements in the pedagogical work with five-year school children, since the teacher is required to carry out a hermeneutical and phenomenological exercise coming from the interaction among the different languages used by children to communicate their thoughts, emotions and ideas. In order to reflect about the scientific spirit in early childhood, it is necessary firstly to think about how its logic develops and operates and about the need to recognize in the sociocultural environment the possibilities to stimulate talents or the limitations demarcating their development, secondly, teaching practice must be thought in order to establish dialogue forums with students to know their needs and interests and guide their searches. To meet other is possible for children to the extent that the dialogical principle of knowledge interaction is recognized and the discovery of tensions and meeting points around the educational praxis, as an approach to infant’s rationality and his/her ways of learning, towards the social construction of boy and girl gender identity in our society.El juego y la lúdica son elementos determinantes en el quehacer pedagógico con los escolares de 5 años, pues le exigen al maestro un ejercicio hermenéutico y fenomenológico que deviene de la interacción entre los distintos lenguajes de los cuales se vale el infante para comunicar sus pensamientos, emociones e ideas. Reflexionar alrededor del espíritu científico en la primera infancia remite a pensar, por una parte, cómo se desarrolla y funciona su lógica, y la necesidad de reconocer en el medio sociocultural las posibilidades para estimular talentos o las limitantes que demarcan su desarrollo y, por otra, en la práctica pedagógica, para establecer escenarios de diálogo con los escolares con el fin de leer sus necesidades e intereses y orientar sus búsquedas. Encontrarse con el otro es posible, a su nivel, en la medida en que se reconozca el principio dialógico de interacción de saberes, el descubrimiento de tensiones y puntos de encuentro en torno a la praxis educativa, como un acercamiento a la racionalidad del infante y sus formas de aprender, hacia la construcción social de identidad de niño y niña en nuestra sociedad actual.Le jeu et les activités ludiques sont des éléments déterminants dans les activités pédagogiques avec les élèves de 5 ans, en effet, ils exigent du maître un exercice herméneutique et hénoménologique qui devient de l’interaction entre les divers langages utilisés par l’enfant pour communiquer ses pensées, ses émotions et ses idées. Réfléchir au sujet de l’esprit scientifique de la petite enfance nous renvoie, d’une part, à penser comment se développe et fonctionne leur logique et la nécessité de reconnaitre, dans le milieu socioculturel, les possibilités pour stimuler les talents ou les limitations qui délimitent leur développement et, d’autre part, à la pratique pédagogique, pour établir des structures de dialogue avec les élèves afin de comprendre leurs besoins et leurs intérêts et orienter leurs recherches. Aller à la rencontre de l’autre est possible, à son niveau, dans la mesure où l’on reconnait le principe dialogique de l’interaction des savoirs, la découverte des tensions et les points de rencontre concernant la praxis éducative, comme un rapprochement de la rationalité de l’enfant et de ses manières d’apprendre, vers la construction sociale de l’identité du garçon ou de la fille dans notre société actuelle.A brincadeira e a lúdica são elementos determinantes no fazer pedagógico com as crianças alunos de cinco (5) anos porque exigem ao professor um exercício hermenêutico e fenomenológico que acontece da interação entre as diferentes linguagens das quais se vale a criança para comunicar seus pensamentos, emoções e ideias. Refletir sobre o espírito científico na primeira infância remete a pensar, por uma parte, como se desenvolve e funciona sua lógica e a necessidade de reconhecer no meio sociocultural as possibilidades para estimular talentos ou os limites que restringem seu desenvolvimento, e por outra, na prática pedagógica, para estabelecer cenários de diálogo com as crianças na escola com o intuito de ler suas necessidades e interesses e orientar suas buscas. Se encontrar com o outro é possível, a seu nível, na medida em que se reconheça o principio dialógico de interação de saberes, o descobrimento de tensões e pontos de encontro em volta à práxis educativa, como uma aproximação à racionalidade do infante e suas formas de aprender, em direção à construção social de identidade da criança em nossa sociedade atual.application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167/3593https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4167/htmlPraxis & Saber; Vol. 7 No. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106Praxis & Saber; Vol. 7 Núm. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106Praxis & Saber; Vol. 7 No 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106Praxis & Saber; V. 7 N. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 106Praxis & Saber; v. 7 n. 13 (2016): Prácticas, Saberes y Sujetos; 89 - 1062462-86032216-0159curiosityquestionscontextteaching practiceteacher.curiosidadpreguntacontextopráctica pedagógicamaestro.curiositéquestioncontextepratique pédagogiquemaître.curiosidadeperguntacontextoprática pedagógicaprofessor.Scientific spirit in early childhoodEl espíritu científico en la primera infanciaL’esprit scientifique de la petite enfanceO espírito cientifico na primeira infânciainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6809http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a393http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf310http://purl.org/coar/access_right/c_abf2Samacá Bohórquez, Isabel001/13415oai:repositorio.uptc.edu.co:001/134152025-07-18 11:44:11.523metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |