Evaluación del grado de madurez intelectual de los niños(as) de primero de básica y elaboración de una propuesta metodológica de articulación entre el nivel de educación inicial al básico de las escuelas: Carlos Crespi, Ezequiel Crespo, Sagrado Corazón y María Auxiliadora del Área de Salud No. 2, Cuenca-2011

Abstract

This investigation work was developed through an action-intervention study. The main objectives were to assess the degrade of intellectual maturity and to develop a Methodological Proposal of Articulation between the Initial and Basic Educational levels. This study is based on four stages: in the first stage the data was taken out from a form intended to first grade teachers about the articulation and adaptation process. The second stage assessed first-grade children intellectual maturity thought the test, Badyg –A. The assessed schools were Carlos Crespi, Ezequiel Crespo, Sagrado Corazón and Maria Auxiliadora. In the third stage the obtained data contrasts the intellectual maturity of the children who attended to Initial Education levels and those who did not. According to the taken results from the forms that were applied to the teachers, the fourth and last stage presents a Methodological proposal. This proposal aims to strengthen the basic skills of Initial Education during the priming period of the First Grade in Basic Education. Through the applied forms to a group of ten teachers it is clear that during the adaptation period the majority of them develop monthly projects where art and games are important. The teachers believe that children should attend to Initial Educational levels at the same time that is important the existence of an articulation process between the two levels. According to the Badyg –A test from the two hundred forty-five children who were evaluated, the major percentage is concentrated in the children who attended to Initial Education. The age range goes from five-year and seven- month old to six-year old male children. The test parameters show that the majority of children are in a middle average, but the jigsaw puzzle is the exception ( medium-low average) and nonverbal mental ability (high average). In conclusion and contrasting the intellectual maturity between the children who attended to Initial Educational level and who did not, it is noticeable that the highest percentage belongs to the first case, in the middle average (29%), followed by medium-high average (13,1%). These results show the importance of Initial Education in the development of the child. KEY WORDS: INTELLIGENCE TESTS,BADYG-A TEST, PRE-SCHOOL, BASIC EDUCATION, METHODS, EVALUATION, ACADEMIC INSTITUTION, METHODOLOGICAL PROPOSAL.