Las emociones y la discapacidad visual en educación infantil
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2022-12-19
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(ES) En el presente Trabajo de Fin de Grado se ha realizado una propuesta de intervención con la finalidad
de trabajar con un grupo del segundo ciclo de Educación Infantil, en el cual se encuentra un niño
con discapacidad visual. Dicha propuesta se lleva a cabo en un centro y aula ordinaria la cual se
desarrolla a través de diferentes actividades relacionadas con el desarrollo emocional. Por lo tanto,
no hay que hacer actividades diferentes para cada alumno sino que deben ajustarse a cualquier niño
o niña. La metodología es flexible, activa, participativa e inclusiva. En consecuencia, los objetivos
principales son identificar y mejorar posibles carencias emocionales que existan en los niños
respetando siempre el ritmo de aprendizaje de cada uno de ellos. Es necesario concienciar de la
importancia de trabajar en igualdad de condiciones y que inculcar la inclusión durante la infancia en
los centros educativos es un aspecto fundamental.
(EN) In this Final Degree Project, an intervention proposal has been made with the aim of working with a group of second cycle of Early Childhood Education, in which there is a child with visual impairment. This proposal is carried out in an ordinary center and classroom which is developed through different activities related to emotional development. Therefore, it is not necessary to make different activities for each student, but they must be adjusted to any child. The methodology is flexible, active, participatory and inclusive. Consequently, the main objectives are to identify and improve possible emotional deficiencies that exist in children, always respecting the learning pace of each one of them. Is necessary to raise awareness of the importance of working on an equal footing, and that instilling inclusion during childhood in educational centers is a fundamental aspect.
(EN) In this Final Degree Project, an intervention proposal has been made with the aim of working with a group of second cycle of Early Childhood Education, in which there is a child with visual impairment. This proposal is carried out in an ordinary center and classroom which is developed through different activities related to emotional development. Therefore, it is not necessary to make different activities for each student, but they must be adjusted to any child. The methodology is flexible, active, participatory and inclusive. Consequently, the main objectives are to identify and improve possible emotional deficiencies that exist in children, always respecting the learning pace of each one of them. Is necessary to raise awareness of the importance of working on an equal footing, and that instilling inclusion during childhood in educational centers is a fundamental aspect.