Publication: Metacognición y competencia de “aprender a aprender” en Educación Infantil:
Una propuesta para facilitar la inclusión
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Date
2010
Authors
Sáiz Manzanares, María Consuelo ; Flores Lucas, Valle ; Román Sánchez, José María
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este estudio pretende –en primer lugar– un acercamiento a
las investigaciones
actuales
metacognición;
sobre el constructo
en segundo término, analiza su
correspondencia con corrientes curriculares relacionadas
con el concepto de competencia; y en último lugar, efectúa
una observación de la competencia de aprender a aprender
en el segundo ciclo de Educación Infantil en el marco de una
escuela inclusiva. Los resultados indican que los niños de
cuatro y cinco años no tienen adquiridas las habilidades de:
saber qué, saber cómo y saber cuándo, aunque si pueden
regular sus conductas a través del habla del adulto. Por lo
que sería necesario mejorar su desarrollo desde programas
de intervención.
The main aim of this study is to review current research on the “metacognition” construct. It also aims at analysing the relationship between metacognition and curricular approaches related to the concept of “competence”. It further describes the “learning to learn” competence in the last years of Infant Education within the frame of an inclusive school. The results show that children (aged 5‐7 years) have not acquired these skills: knowing what, knowing how, and knowing when. However, they can regulate their behaviours through language in their interaction with adults. We conclude that it is necessary to implement intervention programs that promote the young learners’ development.
The main aim of this study is to review current research on the “metacognition” construct. It also aims at analysing the relationship between metacognition and curricular approaches related to the concept of “competence”. It further describes the “learning to learn” competence in the last years of Infant Education within the frame of an inclusive school. The results show that children (aged 5‐7 years) have not acquired these skills: knowing what, knowing how, and knowing when. However, they can regulate their behaviours through language in their interaction with adults. We conclude that it is necessary to implement intervention programs that promote the young learners’ development.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 4, 2010
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