Educación preescolar vygotskiana: promoviendo el desarrollo de la autorregulación y el pensamiento simbólico en niños preescolares
Barra lateral del artículo
Contenido principal del artículo
Resumen
El Programa de Educación Preescolar Vygotskiana (PEPEV) se basa en la mediación en el contexto de actividades específicas para la edad preescolar, como el juego de roles sociales, el juego constructivo, escuchar y volver a contar cuentos de hadas, jugar con casas de muñecas, actividades motoras y otras. Utilizamos PEPEV como parte del plan de estudios diario en dos clases de preescolar en la escuela pública 197 en Harlem, Nueva York, para promover el desarrollo de la autorregulación y el pensamiento simbólico de los niños. Otra clase de preescolar en la escuela pública 197 se utilizó como grupo de control. Para las pruebas previas y posteriores, se administraron subpruebas Codificación y Búsqueda de Símbolos de la Escala de Inteligencia de Wechsler para Educación Preescolar y Básica, que tienen como objetivo verificar la capacidad de autorregulación del niño, y la subprueba de Dibujo de Bloques de la misma escala, que tiene como objetivo verificar la capacidad de ejercitar el pensamiento simbólico. Los resultados del estudio demuestran que el PEPEV promueve el desarrollo de la autorregulación de los preescolares y es beneficioso para el desarrollo de su pensamiento simbólico.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Citas
Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function: Status of research and future directions. American Journal of Play, 6(1), 98–110.
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111–127.
Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS ONE, 9(11), Article e112393. DOI: https://doi.org/10.1371/journal.pone.0112393.
Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–733.
Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Columbus, OH: Merrill/Prentice Hall.
Bozhovich, L. I. (1968). Lichnost i ee formirovanie v detskom vozraste [Personality and its development in childhood]. Moscow, Russia: Prosveschenie.
Brofman, V. V. (2001). Arhitekturnaya shkola imeni papy Karlo [Papa Carlo architect school]. Moscow, Russia: Linka-Press.
Defending the Early Years. (2012). About. Retrieved from https://www.deyproject.org/about.html.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387–1388.
Dyachenko, O. M. (1986). Formirovanie sposobnosti k naglyadnomu modelirovaniyu pri oznakomlenii s detskoi khudozhestvennoi literaturoi [Formation of graphic modeling in the course of becoming acquainted with children's literature]. In L. A. Venger (Ed.), Razvitie poznavatelnykh sposobnostei v protsesse doshkolnogo vospitaniya [Development of cognitive abilities in the course of preschool education (pp. 94–113). Moscow, Russia: Pedagogika.
Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17(2), 216–238.
Elkind, D. (1987). Miseducation: Preschoolers at risk. New York, NY: Knopf.
Elkind, D. (1990). Too much, too soon. In E. Klugman & S. Smilansky (Eds.), Children’s play and learning: Perspectives and policy implications (pp. 3–17). New York, NY: Teachers College Press.
Elkonin, D. B. (1978). Psikhologiya igry [Psychology of play]. Moscow, Russia: Pedagogika.
Glaubman, R., Kashi, G., & Koresh, R. (2001). Facilitating the narrative quality of sociodramatic play. In A. Göncü & E. Klein (Eds.), Children in play, story, and school (pp. 132–157). New York, NY: Guilford Press.
Haywood, H. C., Brooks, P. H., & Burns, S. (1992). Bright start: Cognitive curriculum for young children. Watertown, MA: Charlesbridge.
Kravtsov, G. G., & Kravtsova, E. E. (1987). Shestiletniy rebenok: Psikhologicheskaya gotovnoct k shkole [Six-year-old child: Psychological school readiness]. Moscow, Russia: Znanie.
Lavrent’eva, T. V. (1986). Formirovanie sposobnosti k naglyadnomu modelirovaniyu pri oznakomlenii s prostranstvennymi otnosheniyami [Formation of graphic modeling in the course of becoming acquainted with space relationships]. In L. A. Venger (Ed.), Razvitie poznavatelnykh sposobnostei v protsesse doshkolnogo vospitaniya [Development of cognitive abilities in the course of preschool education Translation] (pp. 33–50). Moscow, Russia: Pedagogika.
National Association for the Education of Young Children. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. [Position statement]. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSDAP.pdf.
Normandeau, S., & Guay, F. (1998). Preschool behavior and first-grade school achievement: The mediational role of cognitive self-control. Journal of Educational Psychology, 90, 111–121.
Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton. (Original work published 1945)
Saltz, E., Dixon, D., & Johnson, J. (1977). Training disadvantaged preschoolers on various fantasy activities: Effects on cognitive functioning and impulse control. Child Development, 48(2), 367–380.
Smilansky, S., & Shefatya, L. (1990). Facilitating play: A medium for promoting cognitive, socio-emotional, and academic development in young children.
Gaithersburg, MD: Psychosocial & Educational Publications.
Strauss, V. (2015, January 14). Requiring kindergartners to read—as Common Core does—may harm some. The Washington Post. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2015/01/13/report-requiring-kindergartners-to-read-as-common-core-does-may-harm-some/
Talyzina, N. F. (2001). Pedagogicheskaya psikhologiya [Educational psychology]. Moscow, Russia: Academia.
Tizard, B. (1977). Play: The child’s way of learning? In B. Tizard & D. Harvey (Eds.), Biology of play (pp. 199–208). London, United Kingdom: Heinemann.
Tullis, P. (2011). The death of preschool. Scientific American Mind, 22, 36–41.
Venger, L. A. (Ed.). (1986). Razvitie poznavatelnykh sposobnostei v protsesse doshkolnogo vospitaniya [Development of cognitive abilities in the process of pre-school education]. Moscow, Russia: Pedagogika.
Venger. L. A. & Kholmovskaya, V. V. (Eds.). (1978). Diagnostika umstvennogo razvitiya doshkolnikov [Evaluation of mental development of preschoolers]. Moscow, Russia: Pedagogika.
Venger, L. A., & Venger, A. L. (1994). Domashnyaya shkola [School at home]. Moscow, Russia: Znanie
Vygotsky, L. S. (1976). Play and its role in the mental development of the child. In J. S. Bruner, A. Jolly, & K. Sylva. (Eds.), Play: Its role in development and evolution (pp. 537–554). New York, NY: Basic Books. (Original work published 1966)
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: Sharpe.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. (Original work published 1934).
Vygotsky, L. S. (1998). The collected works of L. S. Vygotsky, Vol. 5: Child psychology (R. W. Rieber, Ed.). New York. NY: Plenum. (Original work published 1984).
Wilson, S. J., & Farran, D. (2012). Experimental evaluation of the Tools of the Mind curriculum. Nashville, TN: Peabody Research Institute, Vanderbilt University.