Más allá del enfoque cognitivo en la educación inicial, desde un modelo que impacta saberes y prácticas del profesorado

Resumen

This study is oriented on the design and validation of an initial education's second cycle model, focusing on childhood development from the professorate's perspective, who are key protagonists to interact with the children, through didactic and curricular tools and content to procure childhood development. The incidence of the model is presented by teachers that have been trained to assume from the classroom an educational process that takes care of the dimensions of childhood development beyond the traditional cognitive approach. The study highlights the importance of the education role in the first six years of life for the construction of synapses in the human brain. Methodologically it used the quasi-experimental design with a non-equivalent control group, performinginterventions in cognitive aspects and professorate's practices on Nicaragua's initial education second cycle to stimulate the potential of boys and girls within childhood development. The results of the intervention in a post-test situation show that differences are statistically significant in favor of the experimental group, pointing out that the applied program has had a positive impact on the aforementioned teacher's group, from transforming knowledge, know-how, and attitude of the professorate through the theoretical-conceptual training, sensitization and training on pedagogical instruments.