Factores que potencian la autorregulación y el aprendizaje significativo en Primera Infancia.

This article presents the results of an investigation that aimed to know the factors that enhance the self regulation of learning in early childhood boys and girls, beneficiaries of the project “Pedagogía en contexto Aula Móvil”, of the Bachelor's Degree Program in Children's Pedagogy, from Uniminuto Soacha, Colombia; and the incidence of said self-regulation in their meaningful learning. It should be noted that this study used a qualitative methodology with an exploratory and descriptive scope, achieved through an intentional non-probabilistic sample. It was found that self-regulation and meaningful learning are enhanced through: motivational processes related to affectivity in the classroom, the act of playing, ludic, art, and spaces for free expression; with metacognitive processes such as spaces for self-reflection, self assessment, problematization of realities, conflict resolution, experimentation, and praxis; and with emotional intelligence processes such as the development of confidence, self-confidence and self-esteem.

• Autores: Beltrán Espitia, Janeth Del Carmen; Mejía Loaiza, Elquin Eduar; Conejo Carrasco, Francisco
• Tipo de recurso: Article of journal
• Fecha de publicación: 2020
• Institución: Universidad Pedagógica Nacional
• Repositorio: Repositorio Institucional UPN
• Idioma: spa
• OAI Identifier: oai:repository.pedagogica.edu.co:20.500.12209/13868
• Acceso en línea: https://revistas.pedagogica.edu.co/index.php/NYN/article/view/11098; http://hdl.handle.net/20.500.12209/13868
• Palabra clave: Motivación; Proceso cognitivo; Aprendizaje activo; Autodisciplina; Primera infancia
• Rights: openAccess
• License: https://creativecommons.org/licenses/by-nc/4.0