Influencia de la concepción curricular y su diseño en el aprendizaje de los niños de la educación infantil

Peggy Verónica  Hernández Jara; Juana Victoria  Andaluz Zúñiga; Patricia Elizabeth  Camacho Abril

doi:10.51736/sa.v6i4.159

Authors

Peggy Verónica Hernández Jara Coordinator of the initial education degree program, Faculty of Juridical, Social and Educational Sciences. Technical University of Babahoyo, Ecuador https://orcid.org/0000-0003-2758-4707
Juana Victoria Andaluz Zúñiga Professor of Initial Education, Faculty of Juridical, Social and Educational Sciences, Universidad Técnica de Babahoyo, Ecuador. Technical University of Babahoyo, Ecuador https://orcid.org/0000-0003-4240-3708
Patricia Elizabeth Camacho Abril Professor of Initial Education, Faculty of Juridical, Social and Educational Sciences, Universidad Técnica de Babahoyo, Ecuador. Technical University of Babahoyo, Ecuador https://orcid.org/0009-0003-4162-8574

DOI:

https://doi.org/10.51736/sa.v6i4.159

Keywords:

early childhood education, curriculum, curriculum design, early childhood education, curriculum design

Abstract

This article analyzes curriculum theory, defines and conceptualizes the terms curriculum, curriculum design and models. The influence of the curricular conception and its design in the learning of children in early childhood education is evaluated; where play is conceived as the main strategy in the teaching-learning process. The three axes of development and learning for all early education are mentioned, each one of them encompassing different areas proposed for each educational sublevel; all this facilitates the adequate articulation between early education and the first grade of General Basic Education. In the process of verification, it was possible to verify the increase of interest and motivation, as the children undertook with great enthusiasm all the tasks assigned during the development of the course, which facilitated the learning of the skills foreseen in each educational sublevel.

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