La secuencia didáctica como estrategia metodológica para el desarrollo integral de los niños en el grado preescolar

The objective of this work is to recognize the Didactic Sequence as a methodological strategy that favors the integral development of children in preschool. The data was obtained from 17 students of La Salle Bello College in the Transition degree C. The methodology of the present investigation is of qualitative type, since it focuses on searching and finding, not on checking affirmations; the questioning and the interest to investigate a reality, are the foundation of this methodology. The main instruments of data collection and analysis were the observation, the didactic sequences that are designed, the field diary, photos and evidence of individual and group work. It is concluded, therefore, that with a general analysis, the frequent question in the didactic sequence, allows to organize around it, the presence of the three basic elements that are in this methodological strategy, which are: the collaborative work, the game and solution of unknowns, the three are articulated to answer the question or questioning that is made in the didactic sequence used. In this order of ideas as a priority, didactic sequences must be designed that allow the enjoyment and enjoyment of the acquisition of knowledge, where every aspect of children's development is transverzalized.

• Autores: Pérez Escobar, Nataly
• Fecha de publicación: 2019
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/6892
• Acceso en línea: http://hdl.handle.net/10819/6892
• Palabra clave: Secuencia didáctica; Estrategia; Metodológica; Desarrollo integral; Educación preescolar; Didactic sequence; Strategy; Methodological; Integral development; Preschool education; Pedagogía; Estudiantes; Investigación; Niños
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia