Bibliographic citations
Zegarra, M., (2018). Gestión curricular para el desarrollo de la autonomía y la autoregulación emocional de los estudiantes de la Institución Educativa Inicial Villa El Golf” del Distrito de Socabaya - Arequipa [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/2621
Zegarra, M., Gestión curricular para el desarrollo de la autonomía y la autoregulación emocional de los estudiantes de la Institución Educativa Inicial Villa El Golf” del Distrito de Socabaya - Arequipa [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/2621
@misc{renati/802835,
title = "Gestión curricular para el desarrollo de la autonomía y la autoregulación emocional de los estudiantes de la Institución Educativa Inicial Villa El Golf” del Distrito de Socabaya - Arequipa",
author = "Zegarra Villena, Mariela",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This action plan has collected the real situation that EI is going through in relation to the development of autonomy and emotional self-regulation of students, actions that have been presented in the different sections and that have had consequences with the achievement of their learning. That is why the Director, in accordance with the MBDDir and as a pedagogical leader, must reverse and overcome this problem. The method that has been used in this action plan is the technique of collecting information through instruments such as observation sheets, interview guide and question guide, the approach is qualitative research, the design used is participatory action research. , which have resulted in the identification of the problem of inadequate curricular management for the development of autonomy and emotional self-regulation of students, for which reason it has established as an alternative solution the implementation of collegiate work that is based on planning and strengthening of relevant and innovative strategies will help to improve the existing interrelationships, which, supported by the different conceptual references expressed, will strengthen the construction of emotional and affective aspects that lead to the development of social skills, this with the active participation of the entire educational community. Therefore, the execution of this action plan of the solution proposal will generate commitments, significant changes in teaching planning, improve the interrelationships between students and lead them to a school coexistence that we want in Educational institutions as a result of the same shared vision.
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