Bibliographic citations
Guillen, R., (2020). Creencias sobre el proceso de adaptación infantil en base a conocimientos sobre el vínculo del apego: Un estudio de caso docente [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/16639
Guillen, R., Creencias sobre el proceso de adaptación infantil en base a conocimientos sobre el vínculo del apego: Un estudio de caso docente []. PE: Pontificia Universidad Católica del Perú; 2020. http://hdl.handle.net/20.500.12404/16639
@misc{sunedu/2651181,
title = "Creencias sobre el proceso de adaptación infantil en base a conocimientos sobre el vínculo del apego: Un estudio de caso docente",
author = "Guillen Vasquez, Rosa Ines",
publisher = "Pontificia Universidad Católica del Perú",
year = "2020"
}
This research is based on Bowlby' and Ainsworth's theories, as well as Bronfenbrenner's Ecological Theory. The process of children adaptation is presented as a significant aspect for both parents and children. Hence, it is necessary to understand that each family brings its own socio-affective aspects which will determine its future relationships. Therefore, educators assume a fundamental role, since they will have the responsibility to ease this process. In fact, this qualitative and descriptive study arises with the objective of analyzing a teacher’s belief system about the adaptation process of 3-year-old children from a public educational institution, based on her knowledge about attachment bonds. The case study research method was selected, due to the critical, unique and revealing nature of the teacher. The results found in this research allow a direct approach to the teacher role in terms of child adaptation and how educators’ beliefs can significantly influence their pedagogical praxis. The results shows that the teacher's beliefs about the adaptation process are influenced by her beliefs about attachment, her conceptions about crying children and her gender. Thus, the application of positive strategies to stimulate this process is limited. Furthermore, her conceptions of working with parents and her beliefs about dysfunctional families hinders her intervention as an articulating agent of the adaptation process.
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