Publication: Secuencias didácticas para escribir textos expositivos en educación infantil
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2016-11-24
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Universidad Complutense de Madrid
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Abstract
El dominio de la lengua escrita, en los planos de la comprensión y la expresión, es sin duda uno de los objetivos fundamentales de la tarea educativa y por ello el objeto genérico de esta tesis es la enseñanza y el aprendizaje de la escritura de textos expositivos en Educación Infantil. Además, la compleja realidad de la sociedad actual exige que la educación se adapte a nuevas demandas y que la escuela proporcione a los alumnos un conocimiento útil, que les permita incorporarse a la vida social y cultural. Este estudio se circunscribe a esta etapa educativa por motivos profesionales, sociales y personales y analiza este tipo textual porque es el más habitual en la actividad académica. Consideramos que la escritura es una actividad compleja, debido a la diversidad de aspectos que intervienen en ella y a las habilidades necesarias para su dominio. Las investigaciones efectuadas desde la perspectiva psicogenética y desde la perspectiva sociocultural permiten dar cuenta de la importancia de trabajar el texto escrito desde los primeros años, entendiendo la práctica de la escritura como un proceso en el que intervienen de manera interrelacionada factores culturales, sociales, emotivos o afectivos, cognitivos, físicos, discursivos, semánticos, pragmáticos y verbales. Tal como se desarrolla en el Modelo Didactext (2003), la creación de un texto es un proceso complejo que consta de cuatro fases (acceso al conocimiento, planificación, producción y revisión) y si estas fases se tienen en cuenta en el desarrollo didáctico de la expresión escrita, los alumnos mejorarán en su competencia textual. Los datos de este trabajo se han obtenido en un aula de niños de cinco años en los que se ha aplicado la propuesta metodológica de secuencia didáctica, adoptando el modelo del Grupo Didactext de la Universidad Complutense de Madrid...
Written language command at comprehension and expression levels, is undoubtedly one of the core objectives of the educational task, and therefore, the generic object of this thesis is the teaching and learning of writing expository texts in Early Childhood Education. In addition, the complex reality of today's society requires education to adapt to new demands and school to provide students with useful knowledge, enabling them to join the social and cultural life. This study is limited to this education stage, due to professional, social and personal reasons and analyzes this text type because it is the most common in academic activity. Writing is a complex activity given the diversity of aspects involved in it and the skills required for its domain. Research conducted from the psychogenetic and sociocultural perspective, shed light on the importance of working with written texts since the early years. The practice of writing is understood as a process where interrelated factors such as cultural, social, emotional or affective, cognitive, physical, discursive, semantic, pragmatic and verbal factors are involved. As developed in Didactext Model (2003) text creation is a complex process consisting of four phases (access to knowledge, planning, production and review). If these steps are taken into account in the didactic development of written expression, the students will improve in their textual competence. Data from this study were obtained in a five year old children classroom, where the methodology of didactic sequence was applied, adopting the model of Didactext Research Group from the Complutense University of Madrid. The didactic sequence for teaching writing, as experienced in other educational levels (Camps and Zayas, 2003), is a very useful tool for teaching and learning in Early Childhood Education...
Written language command at comprehension and expression levels, is undoubtedly one of the core objectives of the educational task, and therefore, the generic object of this thesis is the teaching and learning of writing expository texts in Early Childhood Education. In addition, the complex reality of today's society requires education to adapt to new demands and school to provide students with useful knowledge, enabling them to join the social and cultural life. This study is limited to this education stage, due to professional, social and personal reasons and analyzes this text type because it is the most common in academic activity. Writing is a complex activity given the diversity of aspects involved in it and the skills required for its domain. Research conducted from the psychogenetic and sociocultural perspective, shed light on the importance of working with written texts since the early years. The practice of writing is understood as a process where interrelated factors such as cultural, social, emotional or affective, cognitive, physical, discursive, semantic, pragmatic and verbal factors are involved. As developed in Didactext Model (2003) text creation is a complex process consisting of four phases (access to knowledge, planning, production and review). If these steps are taken into account in the didactic development of written expression, the students will improve in their textual competence. Data from this study were obtained in a five year old children classroom, where the methodology of didactic sequence was applied, adopting the model of Didactext Research Group from the Complutense University of Madrid. The didactic sequence for teaching writing, as experienced in other educational levels (Camps and Zayas, 2003), is a very useful tool for teaching and learning in Early Childhood Education...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica de la Lengua y la Literatura (Español, Francés e Inglés), leída el 26-11-2015