Keywords
methodological strategies
early childhood education
online education
early childhood education
online education
How to Cite
Reyes SantacruzM. F., García EspinozaM. M., & Uribe VeintimillaA. M. (2022). Analysis of strategic methodologies in the initial education during the Covid-19. Universidad Ciencia Y Tecnología, 26(115), 78-83. https://doi.org/10.47460/uct.v26i115.619
Abstract
The present work is an exploratory and descriptive study of the methodological strategies implemented by teachers working online in five educational institutions during the COVID-19 pandemic. The study is based on the review of an extensive bibliography and the use of quantitative and qualitative methods.
Parents and students answered a survey with in-depth structured questions. Results showed that although parents were unhappy with the teaching methodologies used, teachers were highly motivated and committed to their teaching practice.
References
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[8] Kousloglou y K. N. y. M., «Enseñanza en línea en la pandemia de COVID-19: creencias de los maestros de escuela secundaria sobre la presencia docente y el apoyo escolar,» Ciencias de la Educación, vol. 12, nº 3, p. 216, marzo 2022.
[9] P. Ponce-Mera y Z. Arroyo-Vera, «Estrategias didácticas para favorecer el proceso de enseñanza aprendizaje virtual en niños de educación inicial,» Revista de Investigación en Tecnologías de la Información, vol. 10, nº 20, pp. 18-27, feb. 2022.
[10] H. Vega-Perona, M. d. M. Bernabé-Villodre, Y. M.-B. García-Ochoa y V. E., «Barriers and Facilitators to Toddlers' Physical Activity during the COVID-19 Pandemic, as Perceived by Teachers, Principals and Parents: A Challenge for the Early Childhood Educational Environments",» Education Sciences, vol. 12, nº 5, p. 349, mayo
2022.
[11] Ministerio de Educación del Ecuador, Currículo de Educación Inicial, Quito: Ministerio de Educación del
Ecuador, 2014.
12] M. Martín-Sánchez, J. Cáceres-Muñoz y C. Flores-Rodríguez, «The Effects of the COVID-19 Pandemic on
Educational Communities: Evidence of Early Childhood Education Students,» International Journal of
Environmental Research and Public Health, vol. 19, nº 8, p. 4707, abr. 2022.
[2] X. Liu, Y. Jiang y H. Li, «The Sustainability of Early Childhood Education in Chinese Teachers' Perspective: Evidence from a National Validation Study,» Sustainability, vol. 14, nº 10, p. 6350, mayo 2021.
[3] D. Cucinotta y M. Vanelli, «OMS declara que el Covid-19 es una pandemia.,» Acta Biomed. Atenei Parm , vol.91 (1), p. 157–160, 2020.
[4] Lupu-Dima y E. E. y. L., «One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System,» International Journal of Environmental Research and Public Health, vol. 18, nº 15, p. 8129, jul. 2021.
[5] A. Arace, L. E. Prino y D. Scarzello, «Emotional Competence of Early Childhood Educators and Child Socio-Emotional Wellbeing,» International Journal of Environmental Research and Public Health, vol. 18, nº 14, p.7633, Jul. 2021.
[6] J. Su, D. T. K. Ng, W. Yang y H. Li, «Global Trends in the Research on Early Childhood Education during the COVID-19 Pandemic: A Bibliometric Analysis,» Education Sciences, vol. 12, nº 5, p. 331, mayo 2022.
[7] A. Gordón y F. d. Rocío, «Del aprendizaje en escenarios presenciales al aprendizaje virtual en tiempos de pandemia,» Estudios pedagógicos (Valdivia), vol. 46, nº 3, pp. 213-223, 2020.
[8] Kousloglou y K. N. y. M., «Enseñanza en línea en la pandemia de COVID-19: creencias de los maestros de escuela secundaria sobre la presencia docente y el apoyo escolar,» Ciencias de la Educación, vol. 12, nº 3, p. 216, marzo 2022.
[9] P. Ponce-Mera y Z. Arroyo-Vera, «Estrategias didácticas para favorecer el proceso de enseñanza aprendizaje virtual en niños de educación inicial,» Revista de Investigación en Tecnologías de la Información, vol. 10, nº 20, pp. 18-27, feb. 2022.
[10] H. Vega-Perona, M. d. M. Bernabé-Villodre, Y. M.-B. García-Ochoa y V. E., «Barriers and Facilitators to Toddlers' Physical Activity during the COVID-19 Pandemic, as Perceived by Teachers, Principals and Parents: A Challenge for the Early Childhood Educational Environments",» Education Sciences, vol. 12, nº 5, p. 349, mayo
2022.
[11] Ministerio de Educación del Ecuador, Currículo de Educación Inicial, Quito: Ministerio de Educación del
Ecuador, 2014.
12] M. Martín-Sánchez, J. Cáceres-Muñoz y C. Flores-Rodríguez, «The Effects of the COVID-19 Pandemic on
Educational Communities: Evidence of Early Childhood Education Students,» International Journal of
Environmental Research and Public Health, vol. 19, nº 8, p. 4707, abr. 2022.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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