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Construyendo relaciones en la era Post Pandemia: Desafíos en preescolar

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dc.contributor.authorMoreno M., Flor I.spa
dc.contributor.authorRojas, Noreidisspa
dc.date.accessioned2024-05-31T00:00:00Z
dc.date.accessioned2024-07-05T14:39:19Z
dc.date.available2024-05-31T00:00:00Z
dc.date.available2024-07-05T14:39:19Z
dc.date.issued2024-05-31
dc.description.abstractAnalizando los desafíos en la construcción de relaciones en la educación preescolar, se observaron aspectos clave en la etapa post pandemia. La importancia de identificar lo necesario que era, tanto para niños como padres, saber si contaban con todo lo necesario para crear relaciones sanas en la etapa preescolar, una etapa de suma importancia para el desarrollo de la vida de toda persona. Se diseñó el programa “conexiones positivas”, con el objetivo de ayudar a los niños a superar los efectos del aislamiento prolongado en el que vivieron. En este programa se incluyeron actividades estructuradas que fomentaron la interacción entre los niños y proporcionaron un espacio seguro para que compartieran sus emociones y experiencias. Se implementaron estrategias inclusivas de enseñanza que celebraban la diversidad y garantizaban que todos los niños tuvieran la oportunidad de participar y desarrollar habilidades sociales. También se utilizó la tecnología de manera equilibrada, con la incorporación de herramientas digitales para facilitar la conexión entre los niños y promover actividades virtuales, complementadas con interacciones cara a cara y experiencias prácticas en el aula.spa
dc.description.abstractAnalyzing the challenges in building relationships in preschool education, key aspects were observed in the post-pandemic stage. The importance of identifying the need for both children and parents to know if they had everything necessary to create healthy relationships in the preschool stage, a crucial stage for the development of every person’s life, was emphasized. The “Positive Connections” program was designed with the aim of helping children overcome the effects of prolonged isolation they experienced. This program included structured activities that encouraged interaction among children and provided a safe space for them to share their emotions and experiences. Inclusive teaching strategies were implemented, celebrating diversity and ensuring that all children had the opportunity to participate and develop social skills. Technology was also used in a balanced manner, with the incorporation of digital tools to facilitate connection among children and promote virtual activities, complemented by face-to-face interactions and practical experiences in the classroom.eng
dc.format.mimetypeapplication/pdfspa
dc.format.mimetypeapplication/epub+zipspa
dc.identifier.doi10.37594/sc.v1i5.1376
dc.identifier.eissn2710-7574
dc.identifier.urihttps://repositorio.umecit.edu.pa/handle/001/7672
dc.identifier.urlhttps://doi.org/10.37594/sc.v1i5.1376
dc.language.isospaspa
dc.publisherUniversidad Metropolitana de Educación, Ciencia y Tecnologíaspa
dc.relation.bitstreamhttps://revistas.umecit.edu.pa/index.php/sc/article/download/1376/2254
dc.relation.bitstreamhttps://revistas.umecit.edu.pa/index.php/sc/article/download/1376/2255
dc.relation.citationeditionNúm. 5 , Año 2024 : Semilla Científica Mayo - Octubre 2024spa
dc.relation.citationendpage155
dc.relation.citationissue5spa
dc.relation.citationstartpage147
dc.relation.ispartofjournalRevista Semilla Científicaspa
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dc.relation.referencesNational Research Council and Institute of Medicine. (2000). “From Neurons to Neighborhoods: The Science of Early Childhood Development.” Washington, DC: National Academies Press.spa
dc.relation.referencesSarco, S., A. (2023). Clima escolar en centros educativos de Pre media y Media. Revista Orathores, 1(3), 123-139. Universidad Metropolitana de Educación, Ciencia y Tecnología. Panamá, República de Panamá.spa
dc.rightsRevista Semilla Científica - 2024spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.creativecommonsEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0spa
dc.sourcehttps://revistas.umecit.edu.pa/index.php/sc/article/view/1376spa
dc.subjectDesafíosspa
dc.subjectEducaciónspa
dc.subjectPandemiaspa
dc.subjectPreescolarspa
dc.subjectSocializaciónspa
dc.subjectChallengeseng
dc.subjectEducationeng
dc.subjectPandemiceng
dc.subjectPreschooleng
dc.subjectSocializationeng
dc.titleConstruyendo relaciones en la era Post Pandemia: Desafíos en preescolarspa
dc.title.translatedBuilding Relationships in the Post Pandemic Era: Challenges in preschoolseng
dc.typeArtículo de revistaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_6501spa
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1spa
dc.type.coarversionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/articlespa
dc.type.localJournal articleeng
dc.type.redcolhttp://purl.org/redcol/resource_type/ARTspa
dc.type.versioninfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublicationspa

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