El papel de las tecnologías pedagógicas en el proceso de desarrollo de responsabilidad en preescolares mayores.

Yelena Borisovna Bystray; Boris Alexandrovich Artemenko; Elena Nikolaevna Bekhtereva; Irina Viktorovna Kolosova; Nadezhda Evgenievna Permyakova.

doi:10.46377/dilemas.v31i1.1268

Yelena Borisovna Bystray South Ural State Humanitarian Pedagogical University, Lenin Avenue, 69, Chelyabinsk, 454080, Russia
Boris Alexandrovich Artemenko South Ural State Humanitarian Pedagogical University, Lenin Avenue, 69, Chelyabinsk, 454080, Russia
Elena Nikolaevna Bekhtereva South Ural State Humanitarian Pedagogical University, Lenin Avenue, 69, Chelyabinsk, 454080, Russia
Irina Viktorovna Kolosova South Ural State Humanitarian Pedagogical University, Lenin Avenue, 69, Chelyabinsk, 454080, Russia
Nadezhda Evgenievna Permyakova. South Ural State Humanitarian Pedagogical University, Lenin Avenue, 69, Chelyabinsk, 454080, Russia

DOI: https://doi.org/10.46377/dilemas.v31i1.1268

Palabras clave: institución de educación preescolar, preescolares, tecnologías pedagógicas, desarrollo de responsabilidad, desarrollo de la personalidad

Resumen

El artículo presenta resultados del trabajo dirigido al desarrollo de la responsabilidad en preescolares mayores en el curso del proceso educativo en una institución de educación preescolar. Los autores han realizado un análisis del problema del desarrollo de la responsabilidad desde la perspectiva de diferentes ámbitos: filosofía, pedagogía y psicología. Con el fin de implementar el proceso de desarrollo de la responsabilidad en los niños, los autores han identificado tres etapas: formación del concepto y motivación para la actividad realizada (preparatoria), desarrollo de habilidades prácticas de comportamiento responsable (acompañamiento) y uso independiente consciente de lo acumulado, experiencia de comportamiento responsable en el curso de la propia actividad del niño (independiente). Aparte de eso, los autores han especificado las tecnologías pedagógicas aplicadas.

Citas

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