Publication: El uso de la literatura infantil para enseñar habilidades sociales a los niños
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Date
2013
Authors
Juan Rubio, Antonio Daniel ; García Conesa, Isabel María
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Publisher
Murcia: Servicio de Publicaciones de la Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
“La percepción equivocada de las situaciones. El comportamiento
inapropiado. La incompetencia social. Los malos resultados escolares”. Esta
letanía, este círculo vicioso, es demasiado familiar a profesores y educadores de
muchos niños que tienen dificultades en la interpretación de los acontecimientos
sociales, y en comportarse adecuadamente. Esta incompetencia social puede
conducir a ciclos de fracaso y a unos pobres resultados escolares.
A pesar de esta tan obvia necesidad, nos encontramos con muy poca
evidencia de que se enseñe, de forma sistemática, las habilidades sociales en las
escuelas y colegios. El tiempo de clase está cada vez más dominado por la
demanda académica, sobre todo en la lectura, con la exclusión de la necesaria
instrucción de las habilidades sociales.
Los profesores encuentran bastante limitado tanto su tiempo como sus
conocimientos para la enseñanza de habilidades sociales por la creciente
demanda académica. Una manera de abordar ambas áreas, tanto las habilidades
sociales como la alfabetización de los niños, es proporcionándoles la enseñanza
de las primeras dentro del currículo académico.
Y precisamente lo que este artículo pretende examinar es el articulado en
la literatura infantil como un medio de fomentar el aprendizaje social crítico, lo
que a su vez puede aumentar las habilidades lectoras de los niños. Lo que
pretendemos considerar es la incorporación de la literatura infantil en el aula, no desde una perspectiva puramente académica, sino con el firme propósito de
enseñarles habilidades sociales a los niños.
El uso de la literatura infantil para la enseñanza de las habilidades sociales
puede resultar muy valioso tanto para los niños como para los profesores, puesto
que es un recurso para la enseñanza que incorpora otras habilidades
académicas. Estas habilidades adquieren sentido en los niños a través de las
historias que les contamos para que posteriormente sean capaces de utilizar
dichas habilidades fuera del aula y del contexto escolar.
ABSTRACT: "The misperception of situations, inappropriate behaviour, social incompetence, poor school performance”. This litany, this vicious circle, is too familiar to teachers and educators of children with difficulties in the interpretation of social events, and to behave appropriately. This social incompetence can lead to cycles of failure and to poor school results. Despite this obvious need, we find very little evidence that social skills are taught, in a systematic way, in schools and colleges. Class time is increasingly dominated by academic demand, especially in reading, with the exclusion of the necessary social skills instruction. Teachers are quite limited in their time and in their knowledge for the teaching of social skills by the increasing academic demands. One way to address both areas, both social skills and literacy of children, is providing early education within the academic curriculum. And precisely what this article aims to examine is the articles in children's literature as a means of promoting critical social learning, which in turn can increase the reading skills of children. What we want to consider is the incorporation of children's literature in the classroom, not from a purely academic perspective, but with the firm intention to teach social skills to children. Using children's literature to teach social skills can be very valuable for both children and teachers, as it is a teaching resource that incorporates other academic skills. These skills make sense in children through the stories we tell them so as to later be able to use those skills outside the classroom and the school context.
ABSTRACT: "The misperception of situations, inappropriate behaviour, social incompetence, poor school performance”. This litany, this vicious circle, is too familiar to teachers and educators of children with difficulties in the interpretation of social events, and to behave appropriately. This social incompetence can lead to cycles of failure and to poor school results. Despite this obvious need, we find very little evidence that social skills are taught, in a systematic way, in schools and colleges. Class time is increasingly dominated by academic demand, especially in reading, with the exclusion of the necessary social skills instruction. Teachers are quite limited in their time and in their knowledge for the teaching of social skills by the increasing academic demands. One way to address both areas, both social skills and literacy of children, is providing early education within the academic curriculum. And precisely what this article aims to examine is the articles in children's literature as a means of promoting critical social learning, which in turn can increase the reading skills of children. What we want to consider is the incorporation of children's literature in the classroom, not from a purely academic perspective, but with the firm intention to teach social skills to children. Using children's literature to teach social skills can be very valuable for both children and teachers, as it is a teaching resource that incorporates other academic skills. These skills make sense in children through the stories we tell them so as to later be able to use those skills outside the classroom and the school context.
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