Creencias sobre el proceso de adaptación infantil en base a conocimientos sobre el vínculo del apego: Un estudio de caso docente
Date
2020-07-07
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Pontificia Universidad Católica del Perú
Abstract
Esta investigación centra sus bases en la teoría de Bowlby, Ainsworth y la Teoría
Ecológica de Bronfenbrenner. A partir de ello, se reconoce que el proceso de adaptación
infantil constituye un aspecto significativo para padres y niños. Por ello, es necesario
visibilizar que cada familia trae consigo aspectos socioafectivos que determinarán las
relaciones que se establecen con los demás. Los educadores, por lo tanto, asumen un rol
fundamental, ya que serán los encargados de organizarlo para facilitar la adaptación. En
este sentido, la presente investigación surge con el objetivo de analizar el sistema de
creencias de una docente sobre el proceso de adaptación de niños de 3 años de una
Institución de Educación Básica Regular del sector público, en base a sus conocimientos
sobre el vínculo del apego. El presente estudio es de carácter cualitativo y nivel
descriptivo. Se seleccionó el método de estudio de caso, debido al carácter crítico, único
y revelador de la docente principal. Los resultados encontrados en esta investigación
posibilitan un acercamiento directo al papel del pensamiento docente en términos de
adaptación infantil, así como a la reflexión sobre cómo las creencias de un educador
pueden influir significativamente en su praxis pedagógica. A partir de los resultados se
concluye que: las creencias de la docente sobre el proceso de adaptación se ven
influenciadas por sus creencias en torno al apego, determinándose que existe una relación
entre las concepciones de apego y el género del docente, así como concepciones en torno
al llanto del niño y la reestructuración del apego que limitan la aplicación de estrategias
positivas para favorecer dicho proceso. Además, la visión que esta posee en torno al
trabajo con los padres y su creencia de las familias disfuncionales obstaculiza su
intervención como agente articulador del proceso de adaptación.
This research is based on Bowlby' and Ainsworth's theories, as well as Bronfenbrenner's Ecological Theory. The process of children adaptation is presented as a significant aspect for both parents and children. Hence, it is necessary to understand that each family brings its own socio-affective aspects which will determine its future relationships. Therefore, educators assume a fundamental role, since they will have the responsibility to ease this process. In fact, this qualitative and descriptive study arises with the objective of analyzing a teacher’s belief system about the adaptation process of 3-year-old children from a public educational institution, based on her knowledge about attachment bonds. The case study research method was selected, due to the critical, unique and revealing nature of the teacher. The results found in this research allow a direct approach to the teacher role in terms of child adaptation and how educators’ beliefs can significantly influence their pedagogical praxis. The results shows that the teacher's beliefs about the adaptation process are influenced by her beliefs about attachment, her conceptions about crying children and her gender. Thus, the application of positive strategies to stimulate this process is limited. Furthermore, her conceptions of working with parents and her beliefs about dysfunctional families hinders her intervention as an articulating agent of the adaptation process.
This research is based on Bowlby' and Ainsworth's theories, as well as Bronfenbrenner's Ecological Theory. The process of children adaptation is presented as a significant aspect for both parents and children. Hence, it is necessary to understand that each family brings its own socio-affective aspects which will determine its future relationships. Therefore, educators assume a fundamental role, since they will have the responsibility to ease this process. In fact, this qualitative and descriptive study arises with the objective of analyzing a teacher’s belief system about the adaptation process of 3-year-old children from a public educational institution, based on her knowledge about attachment bonds. The case study research method was selected, due to the critical, unique and revealing nature of the teacher. The results found in this research allow a direct approach to the teacher role in terms of child adaptation and how educators’ beliefs can significantly influence their pedagogical praxis. The results shows that the teacher's beliefs about the adaptation process are influenced by her beliefs about attachment, her conceptions about crying children and her gender. Thus, the application of positive strategies to stimulate this process is limited. Furthermore, her conceptions of working with parents and her beliefs about dysfunctional families hinders her intervention as an articulating agent of the adaptation process.
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Keywords
Apego, Adaptación escolar, Desarrollo infantil, Personal docente--Actitudes, Educación preescolar--Investigaciones
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