Aportes de la neurociencia sobre el desarrollo cerebral de la primera infancia en el plan de estudios de la carrera profesional de educación inicial – estudio de casos
Fecha
2021
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación centra su atención en la importancia de actualizar la formación preprofesional de los docentes de educación inicial con la finalidad de ampliar su capacidad de comprensión, investigación y de atención integral a una de las etapas más importantes de la vida como es la primera infancia. En ese sentido, este estudio ha tenido como objetivo describir la incorporación de aportes de la neurociencia sobre el desarrollo cerebral de la primera infancia en el Plan de Estudios de la Carrera de Educación Inicial en dos universidades de Lima Metropolitana. El método desarrollado ha sido el estudio de caso múltiple. A partir de la selección de un conjunto de contenidos validados por la investigación neurocientífica, se aplicó un cuestionario y un retest a informantes claves de las unidades de análisis seleccionadas, y se realizó la revisión documental correspondiente. Los resultados dieron cuenta que las universidades participantes del estudio han incorporado estos aportes en sus Planes de estudio de manera consistente, progresiva y diferenciada desde la creación de la carrera. Sin embargo, es necesario reforzar la sostenibilidad de esta integración en la formulación del Perfil de Egreso y las sumillas de los cursos, la especialización y el trabajo interdisciplinario de los docentes universitarios, así como en la generación de líneas de investigación y publicaciones que vincula la neurociencia con la educación infantil, impactando favorablemente en la formación de mejores profesionales a cargo del desarrollo integral y oportuno de la primera infancia.
This research focuses on the importance of updating the pre-professional training of early childhood teachers to expand their capacity for understanding, research, and comprehensive care at one of the most important stages of life, such as early childhood. In this sense, this study has aimed to describe the incorporation of contributions from neuroscience on early childhood brain development in the Initial Education Career Curriculum at two universities in Lima Metropolitana. The method developed has been the multiple case study. Based on the selection of a set of content validated by neuroscientific research, a questionary and a retest were applied to key informants from the selected analysis units, and the corresponding documentary review was carried out. The results showed that the universities participating in the study have incorporated these contributions into their study plans in a consistent, progressive, and differentiated way since the creation of the degree. However, it is necessary to reinforce the sustainability of this integration in the formulation of the Graduate Profile and the summaries of the courses, specialization, and interdisciplinary work of university teachers, as well as in the generation of lines of research and publications that link the neuroscience with early childhood education, positively impacting the training of better professionals in charge of the comprehensive and timely development of early childhood.
This research focuses on the importance of updating the pre-professional training of early childhood teachers to expand their capacity for understanding, research, and comprehensive care at one of the most important stages of life, such as early childhood. In this sense, this study has aimed to describe the incorporation of contributions from neuroscience on early childhood brain development in the Initial Education Career Curriculum at two universities in Lima Metropolitana. The method developed has been the multiple case study. Based on the selection of a set of content validated by neuroscientific research, a questionary and a retest were applied to key informants from the selected analysis units, and the corresponding documentary review was carried out. The results showed that the universities participating in the study have incorporated these contributions into their study plans in a consistent, progressive, and differentiated way since the creation of the degree. However, it is necessary to reinforce the sustainability of this integration in the formulation of the Graduate Profile and the summaries of the courses, specialization, and interdisciplinary work of university teachers, as well as in the generation of lines of research and publications that link the neuroscience with early childhood education, positively impacting the training of better professionals in charge of the comprehensive and timely development of early childhood.
Descripción
Palabras clave
Planes de estudio, Formación de profesores, Neurociencias, Cerebro, Primera infancia, Educación
Citación
Martínez, J. (2021). Aportes de la neurociencia sobre el desarrollo cerebral de la primera infancia en el plan de estudios de la carrera profesional de educación inicial – estudio de casos [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2352