Mediación docente en actividades de codificación: un estudio de caso con enfoque de investigación inclusiva en la educación infantil
Palabras clave:
Mediación docente, Tecnología, Atención y Educación Infantil, Investigación inclusiva, Feuerstein, Educación inclusivaResumen
Este estudio explora cómo los docentes median y adaptan una actividad con un juguete de codificación en un entorno de Atención y Educación Infantil para garantizar la inclusión de todos los niños, utilizando un enfoque de investigación inclusiva. Las actividades de codificación no solo desarrollan habilidades fundamentales en ciencias de la computación, sino que también mejoran el pensamiento crítico y computacional de los niños. Las investigaciones destacan la importancia de fomentar la colaboración y la resolución de problemas entre los niños de la escuela infantil mediante el uso de herramientas de codificación. Las metodologías de investigación inclusiva han demostrado su eficacia en la mejora de las prácticas educativas para todos los niños, independientemente de sus diferencias neuroevolutivas. Este estudio de caso involucró a dos (2) docentes y ocho (8) niños de 5 años, dos de ellos con discapacidades del desarrollo, en una actividad de resolución de problemas con un robot de codificación sin pantalla. Los datos obtenidos de las notas de campo de los docentes se centran en cómo estos mediaron el compromiso y la cooperación de los niños. El análisis temático identificó tres temas principales: planificación docente, mediación docente y el papel del artefacto. La discusión también reflexiona sobre el vínculo con la teoría del aprendizaje mediado de Feuerstein y el valor de la investigación inclusiva para fomentar el compromiso de todos los niños.
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