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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/144266
Prehistòria, educació infantil i desenvolupament
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[cat] Prehistòria, Educació Infantil i desenvolupament cognitiu és una investigació qualitativa que es fonamenta en la idea que l’Educació Infantil és una etapa educativa que ha d’acompanyar a l’infant en el seu desenvolupament i contribuir a l’adquisició plena de la seva autonomia. Des d’aquesta perspectiva, la Història podria contribuir a aquest desenvolupament ja que és una Ciència amb altres potencialitats didàctiques. Però… els infants d’infantil poden aprendre Història? Podria la Història ajudar a superar l’egocentrisme infantil que caracteritza als infants d’aquestes edats? Des d’aquest plantejament, s’ha elaborat un estudi basat en la microetnogràfia educativa en una aula de vint-i-set infants de p4 al districte de Nou Barris de la ciutat de Barcelona a partir de l’experimentació d’una unitat didàctica sobre la Prehistòria basada en els plantejaments de la Teoria Crítica i el Socioconstructivisme i dissenyada a partir d’estratègies i metodologies que engloben l’Arqueologia dels sentits, el mètode dialògic i el joc simbòlic. L’anàlisi de les dades s’ha efectuat mitjançant un anàlisi temàtic i un cross-case analysis, fet que ha permès extreure uns patrons que descriuen, no només els resultats d’aprenentatge efectuats que permeten validar les hipòtesis; sinó tot el procés mitjançant el qual aquests aprenentatges han estat assolits: factors condicionants i factors determinants.
[eng] Prehistory, Early Childhood and Cognitive Developement is a qualitative research based on the idea that Early Childhood is a stage of education that has to promove the child in its development and contribute to the acquisition of full autonomy. From this perspective, History could contribute to this development as it is a science with a big educational potential. But... Can children learn History? History could help children overcome the egocentrism that characterizes them on this age? From this approach, we have developed a microetnography study in a classroom of twenty-seven four-year-old children from Nou Barris in Barcelona. We have experimented a unit based on Prehistory based on the approaches of Critical Theory and Socioconstrutivism and designed with strategies and methodologies that include Archeology of the senses, the dialogical method and symbolic play. The data analysis has been done through a thematic analysis and cross-case analysis, which allowed to extract patterns that describe not only learning outcomes that allow validate the hypothesis; but also the processes by which these knowledges have been achieved: conditioning factors and determinants.
[eng] Prehistory, Early Childhood and Cognitive Developement is a qualitative research based on the idea that Early Childhood is a stage of education that has to promove the child in its development and contribute to the acquisition of full autonomy. From this perspective, History could contribute to this development as it is a science with a big educational potential. But... Can children learn History? History could help children overcome the egocentrism that characterizes them on this age? From this approach, we have developed a microetnography study in a classroom of twenty-seven four-year-old children from Nou Barris in Barcelona. We have experimented a unit based on Prehistory based on the approaches of Critical Theory and Socioconstrutivism and designed with strategies and methodologies that include Archeology of the senses, the dialogical method and symbolic play. The data analysis has been done through a thematic analysis and cross-case analysis, which allowed to extract patterns that describe not only learning outcomes that allow validate the hypothesis; but also the processes by which these knowledges have been achieved: conditioning factors and determinants.
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JIMÉNEZ TORREGROSA, Lorena. Prehistòria, educació infantil i desenvolupament. [consulted: 10 of August of 2026]. Available at: https://hdl.handle.net/2445/144266