Enseñanza no directiva para desarrollar la personalidad de niños de 4 y 5 años de la urbanización Garatea, 2021.
No Thumbnail Available
Date
2023
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional de Trujillo
Abstract
Nuestra investigación pretende demostrar la eficiencia del sistema de enseñanza no directiva
en el desarrollo de la personalidad de los niños de 4 y 5 años de educación inicial. El estudio
recoge los aportes de la teoría humanista de Carl Rogers y del enfoque de rasgos de la
personalidad. La investigación se hizo en una muestra de estudio, conformada por 270 niños
de 4 y 5 años de educación inicial de la Urbanización Garatea. Los instrumentos utilizados
fueron: la guía de observación para observar la aplicación del sistema de enseñanza no
directiva y la escala semántico diferencial para registrar el desarrollo de la personalidad. El
tipo de diseño de investigación es experimental; con un grupo antes y después; y para su
operatividad estadística, se ha empleado: la media, el promedio, la desviación estándar y la
prueba no paramétrica: la prueba de Wilcoxon. Los resultados evidencian una diferencia
significativa entre el pre tes y el pos test; en la media del pre test se alcanzó un 11,24 %
mientras que la media del post test fue de 22,01% asimismo se verificó la hipótesis con un
nivel de significancia del 5%. Consolidamos que el sistema de enseñanza no directiva es
válido para el desarrollo de la personalidad, manifestado en los cinco grandes factores de
rasgos: agradabilidad, neuroticismo, apertura a la experiencia, extroversión y escrupulosidad.
Our research aims to demonstrate the validity of the non-directive education system in the development of the personality of children 4 and 5 years of initial education. The study gathers the contributions of the humanist theory of Carl Rogers and the approach of personality traits. The research was done in a study sample, consisting of 270 children of 4 and 5 years of initial education in the Garatea Urbanization. The instruments used were: the evaluative scale to observe the application of the non-directive teaching system and the differential semantic scale to record the development of personality. The type of research design is experimental; with a group before and after; and for its statistical operability, it has been used: the mean, the average, the standard deviation and the non-parametric test: the Wilconson test. The results show a significant difference between the pre- and post-tests; In the pre-test average, 11.24% was reached, while the average of the post-test was 22.01%. The hypothesis was also verified with a significance level of 5%. We confirm that the nondirective education system is valid for the development of personality, manifested in the five major trait factors: pleasantness, neuroticism, openness to experience, extroversion and scrupulousness
Our research aims to demonstrate the validity of the non-directive education system in the development of the personality of children 4 and 5 years of initial education. The study gathers the contributions of the humanist theory of Carl Rogers and the approach of personality traits. The research was done in a study sample, consisting of 270 children of 4 and 5 years of initial education in the Garatea Urbanization. The instruments used were: the evaluative scale to observe the application of the non-directive teaching system and the differential semantic scale to record the development of personality. The type of research design is experimental; with a group before and after; and for its statistical operability, it has been used: the mean, the average, the standard deviation and the non-parametric test: the Wilconson test. The results show a significant difference between the pre- and post-tests; In the pre-test average, 11.24% was reached, while the average of the post-test was 22.01%. The hypothesis was also verified with a significance level of 5%. We confirm that the nondirective education system is valid for the development of personality, manifested in the five major trait factors: pleasantness, neuroticism, openness to experience, extroversion and scrupulousness
Description
Keywords
Enseñanza infantil, Programa de enseñanza para niños, Personalidad del niño, Educación , Pedagogía