Abstract
The paper reports the findings of a study whose main objectives were the design and evaluation of an educational intervention programme for deprivred children at Kindergarten level. The design of the intervention was structured round the dimensions: the planning of the teaching process, teacher inservice training on cognitive modifiability and effective mediation. The main contents of the programme are language development, initial reading, writing, and number concepts. It was carried out with a sample of three schools and six groups of children. The results show significant changes in the teachers, mainly on the planning of the teaching strategies and in the conduction of the learning process. Children improved their expressive language, showed more self-control and concentration on the learning tasks. The study was financed by the Research Direction of the Pontificia Universidad Católica de Chile.
Résumé
L’objectif général du projet fut dessiner et valider une intervention pédagogique au niveau du “Pre-Kinder”, (enfants d’environ cinq ans), dans un échantillon d’écoles dont les élèves appartiennent à des secteurs populeux défavorisés, en tenant comme axe de la conduite du procès d’enseignement et d’apprentissage, la modificabilité cognitive et la médiation effective et, comme ses contenus principaux: le développement du langage, le début de la lecture et de l’écriture et la construction des concepts iniciaux des Mathématiques. À partir de la participation dans cette expérience de perfectionnement des professeurs, on a observé d’importants changements dans l’envisagement du procès de l’enseignement et de l’apprentissage chez les maîtresses de l’École Maternelle qui se chargeaient des six classes qui ont fait partie du groupe expérimental.
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Himmel, E., Alvarez-Salamanca, E., Diaz, C. et al. Funciones cognitivas y habilidades instrumentales necesarias para los aprendizajes formales en el niño. IJEC 28, 15–20 (1996). https://doi.org/10.1007/BF03174498
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DOI: https://doi.org/10.1007/BF03174498