Trabajo por proyectos. Cambio metodológico para el protagonismo del estudiante en Educación Infantil (2-3 años)
- Virginia Orozco Moreno 1
- Paola Perochena González 2
- 1 Escuela Pública Infantil Rocío Jurado, Cádiz
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2
Universidad Internacional de La Rioja
info
ISSN: 0717-6945, 0718-5162
Year of publication: 2016
Volume: 15
Issue: 29
Pages: 151-164
Type: Article
More publications in: REXE: Revista de estudios y experiencias en educación
Abstract
his paper presents an educational intervention carried out in an early childhood school in Cádiz (Spain), where 60 learners aged 2-3 participated in the project “Faro de Chipiona”. Project work methodology is an innovative alternative to the use of worksheets in the preschool classroom, and it is supported by Constructivism and Personalized Learning. his approach promotes meaningful, integral and globalized learning; rather than rote, fragmental and mechanistic learning. Additionally, Spanish current legislation also calls for these learning features, and has been the benchmark for the design of the assessment process. he teachers used systematic observation to record results, which were statistically analyzed. Conclusions are in line with some previous studies, revealing satisfactory learning results. herefore, this intervention has helped students to make connections with the reality that surrounds them, from a personalized learning.