Publication: R.A.I.L. Una forma de hacer
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2021
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Abstract
La etapa de Educación Infantil tiene el objetivo de ayudar en el desarrollo a niños de cero a seis años de edad. Uno de los ámbitos de formación es la educación literaria. El presente estudio parte de la necesidad de formación en los rudimentos del elemento curricular competencial, no explícito en la etapa. Para dicha formación, el objetivo de la investigación, pone su acento en conocer un aspecto de la acción didáctica del maestro en el proceso de enseñanza-aprendizaje de la literatura. El desarrollo de los prerrequisitos y, por tanto, el trabajo de diferentes roles en el alumnado. Los roles que se van a estudiar son los de emisión, recepción y autoría literaria infantil. En mayor medida, dar a conocer, si hay una presencia igualitaria de ellos en las actividades de aula. Conocer la importancia, la relevancia, el uso y la ayuda que pueden prestar para conseguir los prerrequisitos, nos sitúa en una posición óptima para definir su presencia en la misma. La investigación se ayuda, mediante un instrumento de medida, elaborado para dar respuesta por docentes de Educación Infantil en activo a los que se pedirá evaluar, entre otras, la relevancia del ámbito, dentro de la etapa. El uso real de actividades narrativas, dramáticas, poéticas y los roles a los que sitúan a sus alumnos y la importancia que conlleva la autoría infantil literaria.
The objective of Primary Education is to help in the child’s development from zero to 6 years old. One of formation aspects is the education in literature. The present research starts from the necessity of formation in the basic principles of the competence in curricular elements, no explicit of this step. For this formation, the objective of this study is focus on to get the knowledge of one aspect of the teacher didactic action in the process of literature teach-learning. The pre-requisites of the development, hence, the work on different roles of the students. The roles under this study are the ones of emission, reception and the literary authorship. To a greater extent, publicize, if there is an equal presence of them in classroom activities. Knowing the importance, relevance, use and help that they can provide to achieve the prerequisites, places us in an optimal position to define their presence in it. The research is aided by means of a measurement instrument, developed to respond to active Early Childhood Education teachers who will be asked to evaluate, among others, the relevance of the field, within the stage. The actual use of narrative, dramatic and poetic activities and the roles to which they place their students and the importance of literary children's authorship.
The objective of Primary Education is to help in the child’s development from zero to 6 years old. One of formation aspects is the education in literature. The present research starts from the necessity of formation in the basic principles of the competence in curricular elements, no explicit of this step. For this formation, the objective of this study is focus on to get the knowledge of one aspect of the teacher didactic action in the process of literature teach-learning. The pre-requisites of the development, hence, the work on different roles of the students. The roles under this study are the ones of emission, reception and the literary authorship. To a greater extent, publicize, if there is an equal presence of them in classroom activities. Knowing the importance, relevance, use and help that they can provide to achieve the prerequisites, places us in an optimal position to define their presence in it. The research is aided by means of a measurement instrument, developed to respond to active Early Childhood Education teachers who will be asked to evaluate, among others, the relevance of the field, within the stage. The actual use of narrative, dramatic and poetic activities and the roles to which they place their students and the importance of literary children's authorship.