Estrategias implementadas para favorecer la tolerancia a la frustración en niñas y niños de 4 años: Experiencia de una docente en el ejercicio de una educación remota
Date
2023-01-09
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Pontificia Universidad Católica del Perú
Abstract
La presente tesis es una investigación de enfoque cualitativo. Se tiene como objetivo
analizar las estrategias que utiliza una docente para favorecer la tolerancia a la
frustración en niñas y niños de 4 años de una institución educativa pública del distrito
de Magdalena del Mar, en un contexto de educación remota. Asimismo, la
investigación es descriptiva y se basa en la metodología de estudio de caso. La
informante en la que se basa la tesis es una docente de un aula de 4 años. Además,
se aplicaron dos técnicas para recoger información: la entrevista y la observación de
dos sesiones de clase por Zoom. Se sabe que el mundo emocional de los niños y las
niñas es un tema esencial a investigar, ya que es uno de los pilares en el desarrollo
integral, por lo que es necesario darle mayor atención, sobre todo en contextos nuevos
como la educación remota actual. Ante ello, el actuar docente es crucial al atender los
cambios emocionales o los nuevos sentires que surgen durante la infancia, a través
de estrategias y concepciones adecuadas. Por consiguiente, el estudio está dirigido a
identificar las concepciones de la docente sobre la tolerancia a la frustración. También,
se busca describir las estrategias implementadas por la docente para favorecer la
tolerancia a la frustración. Con relación a los resultados, se evidencia que las
concepciones docentes, en torno a la tolerancia a la frustración, muestran que la
maestra le otorga gran importancia y prioridad al aspecto emocional de los niños y las
niñas. Partiendo de ello, las estrategias docentes más utilizadas y que promueven
eficazmente la tolerancia a la frustración, según los hallazgos, son el establecimiento
del diálogo, orientado mayormente a expresar emociones, y la música, estrategia
aplicada en varios momentos al bailar o cantar con el grupo de estudiantes, frente a
una situación que despierta frustración en ellos o ellas. Finalmente, este trabajo de
investigación pretende informar a los profesionales correspondientes, sobre la
educación emocional durante la infancia, con el fin de reflexionar sobre la práctica
docente y generar cambios pedagógicos.
This thesis is a qualitative approach research. Its objective is to analyze the strategies used by a teacher to promote tolerance to frustration in 4-year-old children from a public school in Magdalena del Mar district, in the context of remote learning. In addition, the research is descriptive and is based on the case study methodology. The sample on which the thesis is based on is a 4-year-old classroom teacher, who was part of the application of two techniques to collect information: an interview and the observation of two class sessions via Zoom. It is known that the emotional world of children is an essential topic to be investigated since it is one of the pillars to integral development, so it is necessary to give it greater attention, especially in new contexts such as the current remote learning. Given this, the teaching role is crucial when dealing with emotional changes or new feelings that arise during childhood, through strategies. Therefore, the study is aimed at identifying the teachers' conceptions of tolerance to frustration. Also, it seeks to describe the strategies implemented by the teacher to promote tolerance to frustration. Regarding the results, it is evident that the teaching conceptions around tolerance to frustration take into account the priority of the emotional aspect during childhood. Based on this, the most widely used teaching strategies that effectively promote tolerance to frustration are dialogue, mainly aimed at expressing emotions, and music, a strategy applied at various times when dancing or singing with the group of students facing a situation that arouses frustration in them. Finally, this research work aims to inform the corresponding professionals about emotional education during childhood, in order to reflect on teaching practice and generate pedagogical changes.
This thesis is a qualitative approach research. Its objective is to analyze the strategies used by a teacher to promote tolerance to frustration in 4-year-old children from a public school in Magdalena del Mar district, in the context of remote learning. In addition, the research is descriptive and is based on the case study methodology. The sample on which the thesis is based on is a 4-year-old classroom teacher, who was part of the application of two techniques to collect information: an interview and the observation of two class sessions via Zoom. It is known that the emotional world of children is an essential topic to be investigated since it is one of the pillars to integral development, so it is necessary to give it greater attention, especially in new contexts such as the current remote learning. Given this, the teaching role is crucial when dealing with emotional changes or new feelings that arise during childhood, through strategies. Therefore, the study is aimed at identifying the teachers' conceptions of tolerance to frustration. Also, it seeks to describe the strategies implemented by the teacher to promote tolerance to frustration. Regarding the results, it is evident that the teaching conceptions around tolerance to frustration take into account the priority of the emotional aspect during childhood. Based on this, the most widely used teaching strategies that effectively promote tolerance to frustration are dialogue, mainly aimed at expressing emotions, and music, a strategy applied at various times when dancing or singing with the group of students facing a situation that arouses frustration in them. Finally, this research work aims to inform the corresponding professionals about emotional education during childhood, in order to reflect on teaching practice and generate pedagogical changes.
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Keywords
Frustración en niños, Educación preescolar--Investigaciones, Educación virtual, Inteligencia emocional, Desarrollo infantil
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