Intencionalidad docente para el desarrollo del pensamiento creativo en los párvulos de nivel Inicial

Abstract

The present work is a study with a qualitative approach of a descriptive type with a phenomenological design that analyzes the teaching intentionality that promotes the development of creative thinking in the kindergarten students of the Initial education, level 2 at Ciudad de Cuenca institution, during the second semester, 2017-2018 school year. The institution uses the rotation for learning environments as an educational innovation. Gardner (1995) argues the fact that children are creative by nature. It is an attribute that can be improved if adequate means are provided. According to Cols (2011), teaching is an intentional action, oriented towards the achievement of educational purposes, and the basis of the actions of teachers in their classes. The strategies used in the Initial education are merged with each other according to the time of the class; the teacher is a fundamental actor and it is necessary that he is aware of his work. This intentionality is evident in the pedagogical tools the teacher employs. Thus, the need of analyzing the teacher intentionality, the strategies, and activities that favor the thinking development arises. Four categories are established: Intentionality, Creativity, Strategies, and Activities. Those are studied through observation and interviewing techniques, using the documentary review of the plans, class observation sheet, and a semi-structured question guide to data collection. As a conclusion, teachers express theoretical knowledge about creativity and the importance of developing it; but, in the planning as well as in the daily practice of the strategies and the activities employed, they ignore several fundamental elements that favor the development of creative thinking.