Acercamiento a la comprensión del concepto de ser vivo en educación infantil

espanolEste trabajo pretende ser un acercamiento al estudio de la comprension en torno al concepto de ser vivo en ninos y ninas de entre 4 y 6 de edad. Para este fin se han aplicado varias pruebas a 82 escolares del segundo ciclo de educacion infantil de manera individual. Estas pruebas han consistido en la realizacion de un test en torno al conocimiento de ser vivo y de dibujos relacionados con el mundo vegetal. Los resultados de este trabajo indican que entre los 5 y 6 anos se produce en los ninos y ninas un avance significativo en lo relativo a la comprension del concepto de ser vivo. Los datos presentados sostienen la idea de que la capacidad para adquirir el conocimiento del concepto de ser vivo se desarrolla de manera constante durante la infancia, y asi mismo, que este avance cognitivo viene influenciado por la experiencia fisica, social y cultural experimentada por el propio individuo. EnglishThis study presents a preliminary examination of how children from 4 to 6 begin to understand the essential notion of living thing. To that end, several tasks are proposed to a sample comprised of 82 children enrolled in the second level of Early Education. More specifically, the tasks used to carry out this study were a test related to the understanding of what a living thing is and, additionally, a drawing linked to plant world. The results point out that the process of grasping the concept of living think develops significantly from 5 to 6. Moreover, the data suggests that the comprehension of the notion of living thing evolves constantly during the early childhood and, also, that this cognitive development in not alien to children’s physical, social and cultural experiences that children go through.

• Publication year

  2015

• Venue

  Unknown venue

• Publication date

  2015-12-30

• Fields of study

  Not labeled

• Identifiers
  DOI 10.37261/15_ALEA/6
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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