Rincón del Yo como propuesta educativa para el desarrollo de la autoestima en inicial 2 de la Unidad Educativa Particular Rosa de Jesús Cordero

Abstract

The present Work of Curricular Integration, called Rincón del YO as an educational proposal for the development of self-esteem in initial 2 of the Particular Educational Unidad Educativa Particular Rosa de Jesús Cordero, aimed to contribute to the development of self-esteem and self-concept of girls in the institution, in order to improve their relationships with themselves and their immediate environment. The problems encountered during the pre-service training carried out in the eighth and ninth cycle of the course showed that the girls had frustration, anger, insecurity and distrust in themselves when carrying out their assigned activities; on the other hand, the research was based on the Initial Education Curriculum (2014), which seeks that from school can strengthen the self-esteem of infants through motivations and support in each of the activities they perform. Also, authors such as Morales (2011), Broch (2014), among others, emphasize the importance and benefit of an adequate development of self-esteem from early ages. As for the methodological part, the present research has a socio-critical paradigm, the methodology used is the case study, applied with a qualitative approach. The following techniques were used to collect information: interview, participant observation and focus group, with their respective instruments: interview guide, observation guide and topic guide. With this, the qualitative analysis of the results obtained was carried out, being similar to the problems observed on the development of self-esteem. Based on this diagnosis, an educational intervention proposal called "Rincón del YO" was designed, this space was created with aspects of Waldorf’s pedagogy. In addition to this was established a learning experience called "A love of truth" consisting of ten activities to be developed within the corner to give operation to the same. Finally, with the implementation of the proposal, it was obtained as a result the favorable reception by the educational context of the aforementioned institution, in addition to the fact that, when working self-esteem from an early age, substantially improves the relations between classmates, performance within the classroom and, above all, self-confidence. As a conclusion it can be mentioned that this research was able to respond to the proposed objectives both general and specific, because it was theoretically based, the analysis was carried out with a diagnosis, was answered with a proposal for educational intervention and finally its validation was carried out according to its process.