Bibliographic citations
Quispe, C., (2024). El rol docente en el desarrollo de la Conciencia Fonológica en un aula de 4 años de una institución educativa del distrito de San Miguel en el contexto de educación remota [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27118
Quispe, C., El rol docente en el desarrollo de la Conciencia Fonológica en un aula de 4 años de una institución educativa del distrito de San Miguel en el contexto de educación remota []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27118
@misc{renati/12311,
title = "El rol docente en el desarrollo de la Conciencia Fonológica en un aula de 4 años de una institución educativa del distrito de San Miguel en el contexto de educación remota",
author = "Quispe Palacios, Caroline Graciela Corina",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The general objective of this research is to describe the role of the teacher as a facilitator of the development of phonological awareness in 4-year-old children in the context of remote education in a public educational institution in the district of San Miguel, since stimulating phonological awareness will generate the development of the oral language and literacy in children of initial education. The specific objectives set The specific objectives are: (i) to conceptualize the development of phonological awareness in 4-year-old children and (ii) to identify the role of teachers in the development of phonological awareness in the context of remote education. This research is feasible in view of the current health emergency due to COVID-19, since this educational process has had to be developed by teachers virtually with their students. In this way, it allows us to obtain information about the role of the teacher, as well as to identify the knowledge that educators have about phonological awareness. A qualitative approach is followed and a semi-structured interview is used as an instrument. It is finally concluded that the teachers interviewed identify their role as mediators of learning, specifically in the development of phonological awareness. At the same time, they recognize the concepts of phonological awareness and remote education, which has allowed the maximum development and involvement of the teachers in their pedagogical work together with parents and students of the 4-yearold classroom in a context of health emergency.
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