Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia
Families are the first socializing agents and promoters of learning in early childhood, so it is essential to generate empirical evidence on the impact that family educational support has on cognitive, linguistic and socio-emotional development in the first years of life. Hence, the objective of thi...
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| Format: | Online |
| Idioma: | espanyol |
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Universidad de Costa Rica
2024
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| Accés en línia: | https://revistas.ucr.ac.cr/index.php/aie/article/view/59354 |
| _version_ | 1818173070482866176 |
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| author | Jiménez Ramírez, Genis Yaisuri Cortes Flores, Aída de Luna Jiménez, Myriam |
| author_facet | Jiménez Ramírez, Genis Yaisuri Cortes Flores, Aída de Luna Jiménez, Myriam |
| author_sort | Jiménez Ramírez, Genis Yaisuri |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | Families are the first socializing agents and promoters of learning in early childhood, so it is essential to generate empirical evidence on the impact that family educational support has on cognitive, linguistic and socio-emotional development in the first years of life. Hence, the objective of this study was to know the family support strategies that favored the teaching-learning processes at the preschool level, during the context of the new normal by the pandemic. The research was carried out between the months of May and July 2023. 28 families participated who had a daughter or son enrolled in the preschool level of a private school located in Mexico City during the 2021-2022 school year. The research was qualitative with a phenomenological approach from which a thematic analysis of the families' discourse was carried out using the focus group technique and a questionnaire. The results obtained allowed the construction of a system of categories linked to family support, which included the following subcategories: (1) didactic strategies and (2) emotional support strategies. The family support system was analyzed from an ecological approach from which the following themes were identified: (1) barriers to family support, (2) family concerns regarding the development of their daughter or son, and (3) family learnings about the new normal. The research results corroborate the importance that family support had in the academic trajectory of the student body in the context of the pandemic; Likewise, it highlights the educational strategies implemented at home and the capacity of family agency to face socio-emotional and school adjustment problems during the health emergency. |
| first_indexed | 2024-12-11T19:22:40Z |
| format | Online |
| id | INIE-RAIE-article-59354 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| last_indexed | 2024-12-11T19:22:40Z |
| publishDate | 2024 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-593542024-10-29T21:30:10Z Family support strategies in preschool education during the Mexican context of the pandemic Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia Jiménez Ramírez, Genis Yaisuri Cortes Flores, Aída de Luna Jiménez, Myriam family support early childhood educational strategies COVID-19 acompañamiento familiar primera infancia estrategias educativas COVID-19 Families are the first socializing agents and promoters of learning in early childhood, so it is essential to generate empirical evidence on the impact that family educational support has on cognitive, linguistic and socio-emotional development in the first years of life. Hence, the objective of this study was to know the family support strategies that favored the teaching-learning processes at the preschool level, during the context of the new normal by the pandemic. The research was carried out between the months of May and July 2023. 28 families participated who had a daughter or son enrolled in the preschool level of a private school located in Mexico City during the 2021-2022 school year. The research was qualitative with a phenomenological approach from which a thematic analysis of the families' discourse was carried out using the focus group technique and a questionnaire. The results obtained allowed the construction of a system of categories linked to family support, which included the following subcategories: (1) didactic strategies and (2) emotional support strategies. The family support system was analyzed from an ecological approach from which the following themes were identified: (1) barriers to family support, (2) family concerns regarding the development of their daughter or son, and (3) family learnings about the new normal. The research results corroborate the importance that family support had in the academic trajectory of the student body in the context of the pandemic; Likewise, it highlights the educational strategies implemented at home and the capacity of family agency to face socio-emotional and school adjustment problems during the health emergency. Las familias son los primeros agentes socializadores y promotores del aprendizaje en la primera infancia, por lo que es fundamental generar evidencia empírica sobre el impacto que tiene el acompañamiento educativo familiar en el desarrollo cognitivo, lingüístico y socioemocional en los primeros años de vida. De ahí que el objetivo de este estudio fue conocer las estrategias de acompañamiento familiar que favorecieron los procesos de enseñanza aprendizaje en el nivel preescolar, durante el contexto de la nueva normalidad originado por la pandemia. La investigación fue realizada entre los meses de mayo y julio del 2023. Participaron 28 familias que tenían una hija o hijo inscrito en el nivel preescolar de una escuela privada ubicada en la Ciudad de México durante el ciclo escolar 2021-2022. La investigación fue cualitativa con un enfoque fenomenológico, a partir del cual se realizó un análisis temático del discurso de las familias mediante la técnica de grupos focales y un cuestionario. Los resultados obtenidos permitieron la construcción de un sistema de categorías vinculado con el acompañamiento familiar, el cual comprendió las siguientes subcategorías: (1) estrategias didácticas y (2) estrategias de apoyo emocional. El sistema de acompañamiento familiar fue analizado desde un enfoque ecológico mediante el cual se identificaron las siguientes temáticas: (1) barreras para el acompañamiento familiar, (2) preocupaciones de la familia en torno al desarrollo de su hija o hijo, y (3) aprendizajes familiares sobre la nueva normalidad. Los resultados de investigación corroboran la importancia que tuvo el acompañamiento familiar en la trayectoria académica del estudiantado en el contexto de la pandemia; asimismo, resalta las estrategias educativas implementadas en casa y la capacidad de agencia familiar para afrontar las problemáticas socioemocionales y de ajuste escolar durante la emergencia sanitaria. Universidad de Costa Rica 2024-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Texto application/pdf https://revistas.ucr.ac.cr/index.php/aie/article/view/59354 10.15517/aie.v24i3.59354 Actualidades Investigativas en Educación; Vol. 24 No. 3 (2024): (September-December); 1-33 Actualidades Investigativas en Educación; Vol. 24 Núm. 3 (2024): (Setiembre-Diciembre); 1-33 Actualidades Investigativas en Educación; v. 24 n. 3 (2024): (Setembro-Dezembro); 1-33 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/59354/61029 Derechos de autor 2024 Genis Yaisuri Jiménez Ramírez, Aída Cortes Flores, Myriam de Luna Jiménez http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | family support early childhood educational strategies COVID-19 acompañamiento familiar primera infancia estrategias educativas COVID-19 Jiménez Ramírez, Genis Yaisuri Cortes Flores, Aída de Luna Jiménez, Myriam Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia |
| title | Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia |
| title_alt | Family support strategies in preschool education during the Mexican context of the pandemic |
| title_full | Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia |
| title_fullStr | Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia |
| title_full_unstemmed | Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia |
| title_short | Estrategias de acompañamiento familiar en la educación preescolar durante el contexto mexicano de la pandemia |
| title_sort | estrategias de acompanamiento familiar en la educacion preescolar durante el contexto mexicano de la pandemia |
| topic | family support early childhood educational strategies COVID-19 acompañamiento familiar primera infancia estrategias educativas COVID-19 |
| topic_facet | family support early childhood educational strategies COVID-19 acompañamiento familiar primera infancia estrategias educativas COVID-19 |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/59354 |
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