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Culture and Education
Cultura y Educación
Volume 24, 2012 - Issue 1
101
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Original Articles

Opiniones y práctica educativa de un grupo de maestras de educación infantil relacionadas con el desarrollo socioafectivo de su alumnado

Opinions and educational practice of a group of nursery education teachers related to the socio-emotional development of their pupils

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Pages 33-43 | Received 24 Sep 2010, Accepted 08 Apr 2011, Published online: 23 Jan 2014
 

Resumen

Se analiza las opiniones y la práctica educativa de un grupo de maestras del segundo ciclo de Educación Infantil en relación al desarrollo de las capacidades generales de su alumnado. Concretamente, se contrasta la importancia que conceden al desarrollo de capacidades socioafectivas de su alumnado (afectivas, relación social y convivencia, autonomía) frente al otorgado a otras capacidades (comunicativas, cognitivo-corporales, conocimiento del cuerpo, exploración del entorno). Asimismo, se analiza el tipo y frecuencia de actividades que manifiestan llevar a la práctica y se observa la conexión que existe entre ambas declaraciones. Treinta maestras contestaron, de manera individual, a un cuestionario elaborado partiendo de los objetivos generales de etapa explicitados en la legislación española actual (L.O.E., 2006). Los resultados indican que éstas conceden la máxima importancia a las capacidades de adquisición de autonomía y conocimiento del cuerpo. El desarrollo de capacidades afectivas queda en un nivel de importancia intermedio. Mientras que la relación social y convivencia resulta ser la capacidad considerada como menos importante. En cuanto a la práctica, aseguran realizar con mayor frecuencia las actividades relacionadas con la adquisición de la autonomía, seguidas de actividades para el desarrollo de las habilidades cognitivo-corporales.

Abstract

The study analyses the views and educational practice of a group of second year Nursery Education teachers in relation to the development of their pupils' general skills. Specifically, it compares the importance they give to the development of pupils' socio-emotional skills (emotional, social relations and school life, autonomy) with that of other skills (communicative, cognitive, body awareness, exploring the environment). It also analyses the type and frequency of activities that they said were practiced, and the connexion between the two statements is explored. Thirty teachers responded individually to a questionnaire designed on the basis of the general aims for the early education stage specified in the current Spanish legislation (L.O.E., 2006). The results show that teachers attach the utmost importance to the acquisition of autonomy and body awareness skills. The development of emotional skill remains at a medium level of importance. Social relations and school life are considered to be less important skills. With respect to educational practice, teachers declared that activities related with the acquisition of autonomy were the most frequent, followed by activities for developing body awareness skills.

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