ORIENTACIÓN ESPACIAL EN EDUCACIÓN INFANTIL
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2017-07-03
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Jaén: Universidad de Jaén
Resumen
El siguiente Trabajo de Fin de Grado trata sobre la obtención de la orientación espacial en
Educación Infantil.
Para la realización de éste he llevado a cabo una serie de actividades donde debían de poner de
manifiesto las nociones espaciales que poseen a la edad de cinco años. Han sido tres sesiones de
trabajo en el Colegio Público Real Mentesa de La Guardia (Jaén) y han participado un total de 8
alumnos que he clasificado por nivel de maduración en la materia (una niña y un niño de un
desarrollo cognitivo mayor, un niño y una niña de desarrollo medio y dos niñas de un desarrollo
menor). La actividad inicial consistía en el desarrollo de un plano de la clase realizado por ellos
mismos. Con ese plano debían de orientarse para realizar con éxito las diferentes consignas que les
pedía como: yo señalaba un objeto de la clase y ellos señalaban en el mapa el lugar exacto, uno de
ellos escondía un objeto y le señalaba en el plano del otro dónde lo había escondido con uso tanto
de comunicación oral (a través de pistas sin llegar a nombrar el lugar exacto del escondite), como
comunicación escrita (señalándole en el mapa del compañero el lugar exacto donde lo había
escondido). Ellos mismos hacían su propia validación al encontrar o no los objetos.
This project deals with the obtaining of spatial orientation in children’s education. In order to develop it, several activities have been released to expose the spatial notions that children have at age five. These activities were elaborated in three sessions at the “Colegio Público Real Mentesa de La Guardia (Jaén). A total of eight children, who have been classified according to their academic level, have taken part. The group consisted of a girl and a boy with high capacities, another couple with a medium cognitive development, and a pair of girls with a lower cognitive development. The very first activity consisted of doing a map of the classroom by themselves. They had to use that map in order to orientate and realize successfully the procedure I told them to follow. For instance, I pointed at an object in the classroom and they had to point at in the map. Another example is that one of the children had to hide an object and showed to the exact place in the map. They, thus, not only used oral communication (through hints, but without telling the name of the place), but also the written one (by means of pointing in their partner’s map the place in which the object was). They made their own confirmation about finding the objects or not.
This project deals with the obtaining of spatial orientation in children’s education. In order to develop it, several activities have been released to expose the spatial notions that children have at age five. These activities were elaborated in three sessions at the “Colegio Público Real Mentesa de La Guardia (Jaén). A total of eight children, who have been classified according to their academic level, have taken part. The group consisted of a girl and a boy with high capacities, another couple with a medium cognitive development, and a pair of girls with a lower cognitive development. The very first activity consisted of doing a map of the classroom by themselves. They had to use that map in order to orientate and realize successfully the procedure I told them to follow. For instance, I pointed at an object in the classroom and they had to point at in the map. Another example is that one of the children had to hide an object and showed to the exact place in the map. They, thus, not only used oral communication (through hints, but without telling the name of the place), but also the written one (by means of pointing in their partner’s map the place in which the object was). They made their own confirmation about finding the objects or not.
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Infantil