Autoestima y acompañamiento de los padres de estudiantes de primer grado de la institución Iticsa pos pandemia
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Fecha
2022
Autores
Arrieta Clemen, Mayerli
Blanco Vásquez, Andrea
Chamorro Lugo, Stephanie
Molina Guzmán, Mery
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El acompañamiento escolar se entiende como un proceso de interés en el cual los miembros de la familia del alumno(a), quienes participan de las actividades escolares, tienen el propósito de motivar, fortalecer y acompañar la realización de estas. Este acompañamiento mejora el desempeño académico de los niños(a) y aumenta la motivación por las actividades de tipo académico. De acuerdo con Lev Vygotsky y su teoría sociocultural, es importante el rol de los padres en el aprendizaje de los menores, por ello, lo que es catalogado por este psicólogo como zona de desarrollo próximo (ZDP), será base teórica para considerar a los niños de primer grado fundamentales para nuestro estudio, y tener en cuenta de igual manera, el desarrollo potencial de estos de acuerdo con el aprendizaje escolar que obtienen con la ayuda de sus padres. Además, teniendo en cuenta que estudios demuestran que el 90% del cerebro de un niño se desarrolla en los primeros 6 años; estos primeros años de vida son esenciales para el desarrollo de la forma en que el niño piensa, siente, se comporta e interactúa con los demás y muchos padres no saben que los primeros 5 años en la vida de sus hijos pueden determinar el nivel de éxito que alcanzarán en la adultez.
El propósito de este trabajo está orientado a conocer la relación y describir cómo los padres asumen la responsabilidad de acompañarlos en el proceso de educación virtual ya que al trabajar desde casa necesitan un acompañamiento permanente durante las clases, por lo tanto, se buscó analizar de qué manera influye este acompañamiento en la autoestima de los estudiantes de primero.
School accompaniment is understood as a process of interest in which the members of the student's family, who participate in school activities, have the purpose of motivating, strengthening and accompanying the realization of these activities. This accompaniment improves children's academic performance and increases their motivation for academic activities. According to Lev Vygotsky and his sociocultural theory, the role of parents in children's learning is important; therefore, what is catalogued by this psychologist as the zone of proximal development (ZDP), will be the theoretical basis for considering first grade children as fundamental for our study, and taking into account their potential development according to the school learning they obtain with the help of their parents. Furthermore, considering that studies show that 90% of a child's brain develops in the first 6 years; these first years of life are essential for the development of the way the child thinks, feels, behaves and interacts with others and many parents do not know that the first 5 years in the life of their children can determine the level of success they will achieve in adulthood. The purpose of this work is oriented to know the relationship and describe how parents assume the responsibility of accompanying them in the process of virtual education since working from home they need a permanent accompaniment during the classes; therefore, it was sought to analyze how this accompaniment influences the self-esteem of first grade students.
School accompaniment is understood as a process of interest in which the members of the student's family, who participate in school activities, have the purpose of motivating, strengthening and accompanying the realization of these activities. This accompaniment improves children's academic performance and increases their motivation for academic activities. According to Lev Vygotsky and his sociocultural theory, the role of parents in children's learning is important; therefore, what is catalogued by this psychologist as the zone of proximal development (ZDP), will be the theoretical basis for considering first grade children as fundamental for our study, and taking into account their potential development according to the school learning they obtain with the help of their parents. Furthermore, considering that studies show that 90% of a child's brain develops in the first 6 years; these first years of life are essential for the development of the way the child thinks, feels, behaves and interacts with others and many parents do not know that the first 5 years in the life of their children can determine the level of success they will achieve in adulthood. The purpose of this work is oriented to know the relationship and describe how parents assume the responsibility of accompanying them in the process of virtual education since working from home they need a permanent accompaniment during the classes; therefore, it was sought to analyze how this accompaniment influences the self-esteem of first grade students.
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Palabras clave
Autoestima, Motivación, Aprendizaje, Educación virtual
