Desarrollo de la creatividad en el proceso de enseñanza aprendizaje en el subnivel inicial 2 de la Unidad Educativa del Milenio Francisco Febres Cordero

Abstract

This research had the general objective of contributing to the development of creativity in the teaching-learning process through the Creative Corner with aspects of Waldorf pedagogy in the field of artistic expression, which was implemented in the classroom of the initial sublevel 2 of the Educational Unit of the Millennium & quot; Francisco Febres Cordero& quot;. This proposal was raised as a possible solution to the problem found. For the correct theoretical support, topics based on the category of study were addressed. As theoretical references, local, national and international antecedents were taken. An important referent was Santaella, who served to prepare the categorization table. Another reference was the Initial Education Curriculum for the adaptation and implementation of the Creative Corner. This research had a socio-critical paradigm, a case study methodology and a qualitative approach. To collect information about the study subject who was the teacher, three instruments were designed according to the categorization table; the observation guide, the interview and the document review sheet. These instruments were applied during the first two weeks of practices. Then we proceeded with the analysis of the information with its respective process. Based on the information obtained from the triangulation of data, a diagnosis was obtained, that the teacher did not allow the infants to be fluent in spontaneous activities, because they are very young and are learning norms and rules. Therefore, the design of a corner that contributed to these needs was proposed as an educational intervention proposal. As a result of this research, it can be said that the Creative Corner was very well received and answered the research question posed: How to develop creativity in the teaching-learning process? The activities proposed to work in said space were carried out by the teacher fulfilling its main purpose. To conclude, it can be affirmed that this work managed to answer all its objectives, both general and specific, since the proposal was based and designed with its respective validation following its due process.