La autorregulación en estudiantes de Educación Inicial y 1º de EGB

Abstract

The main objective of this research work, entitled "Self-regulation in Early Childhood Education and First Grade of Primary School", is to analyze the theory of self-regulation and the strategies that favor its development in students of Early Childhood Education, Sublevel 2 and First Grade of Primary School. A qualitative approach was used with a descriptive and exploratory type of research. For the collection of information, first of all, a bibliographic reviewwas carried out, in which the term self-regulation is conceptualized, and the theories proposed bydifferent authors for its development are described. Strategies that allow the development of self-regulation are also specified, as well as the foundations of pedagogical models that promote this ability. For the field work, a semi-structured interview was used as an instrument with 8 directors and teachers from public and private institutions in the country, at the mentioned levels, in order to determine the knowledge on the subject and the management of strategies considered pertinent for the development of self-regulation. The main result of this research confirms that the participants know that self-regulation is not an innate capacity of the human being, so it depends on the experiences that the child is allowed to have on a daily basis. In the educational context, teachers are the ones who must contribute to its development, and the type of strategies they use in their classrooms depend on the pedagogical model practiced in the institution