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Orientaciones Básicas Para Potenciar Las Altas Capacidades Intelectuales En Niños De Preescolar

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Orientaciones Básicas Para Potenciar Las Altas Capacidades Intelectuales En Niños De Preescolar UNIVERSIDAD ANDRÉS BELLO FACULTAD DE HUMANIDADES ESCUELA DE EDUCACIÓN DE PÁRVULOS ORIENTACIONES BÁSICAS PARA POTENCIAR LAS ALTAS CAPACIDADES INTELECTUALES EN NIÑOS DE PREESCOLAR Tesis para optar al Título de Educadora de Párvulos Autores: María Ignacia Girardin Richter María De La Luz Pérez Valencia}}} Valentina Sotomayor Quintana Profesor Guía: Sra. Beatriz Vergara Santiago de Chile 2016 Tabla de contenido AGRADECIMIENTOS ........................................................................................................ 4 INTRODUCCIÓN ............................................................................................................... 5 CAPÍTULO I: IDENTIFICACIÓN DEL ESTUDIO ................................................................. 7 1.1. Problema de investigación ........................................................................................ 12 1.2. Pregunta de Investigación ......................................................................................... 15 1.3. Objetivo del estudio ................................................................................................. 15 1.3.1. Objetivo general: ............................................................................................... 15 1.3.2. Objetivo específico: ........................................................................................... 15 CAPÍTULO II: MARCO REFERENCIAL ............................................................................ 17 2.1. Educación Parvularia en Chile ................................................................................... 17 2.2. Modelo Educativo Colegio Particular Sector Oriente .................................................... 19 2.3 Educación de los talentos desde una perspectiva de las diferencias individuales ............... 20 2.4 Guía para las familias: Orientaciones para la detección e identificación del alumnado que presenta altas capacidades y su intervención educativa. ....................................................... 21 CAPÍTULO III: MARCO CONCEPTUAL ........................................................................... 23 3.1 Necesidades Educativas Especiales .............................................................................. 23 3.2 Inclusión ................................................................................................................. 24 3.3 Adaptaciones curriculares .......................................................................................... 25 3.4 Integración Escolar ................................................................................................... 26 3.5 Intervención Educativa .............................................................................................. 27 3.6 Inteligencia .............................................................................................................. 28 3.7 Diversidad ............................................................................................................... 29 3.8 Concepto de Altas Capacidades ................................................................................... 31 CAPÍTULO IV: MARCO TEÓRICO ................................................................................... 35 4.1 Modelos Explicativos ................................................................................................. 36 4.1.1 Rol de la experiencia .......................................................................................... 36 4.1.2. Teoría de los Tres Estratos ................................................................................. 37 4.1.3. Teoría de Las Inteligencias Múltiples .................................................................. 38 4.1.4. Teoría Triárquica de Inteligencia ........................................................................ 39 4.1.5. Modelo de fuente de Talento .............................................................................. 40 4.1.6. Rol de la Habilidad Natural ................................................................................ 41 4.2 Neurociencia ............................................................................................................. 43 1 4.2.1 Plasticidad Neuronal .......................................................................................... 44 4.3 La Mente Absorbente ................................................................................................. 45 4.3.1 Periodos de crecimiento ..................................................................................... 46 CAPÍTULO V: METODOLOGÍA DE LA INVESTIGACIÓN ................................................ 47 5.1 Tipo de Investigación ................................................................................................. 47 5.2 Recopilación de la Información ................................................................................... 48 5.3 Universo de referencia y muestras de estudio ................................................................ 50 5.4. Instrumento de recopilación de datos .......................................................................... 50 5.4.1 Validación .......................................................................................................... 51 5.5 Fases de la investigación ............................................................................................ 52 5.6 Alcances y limitaciones .............................................................................................. 53 5.6.1 Alcances ............................................................................................................ 53 5.6.2. Limitaciones ...................................................................................................... 53 CAPÍTULO VI: RESULTADOS DE LA INVESTIGACIÓN .................................................. 55 6.1 Análisis Específicos ................................................................................................... 55 6.1.1 Omisión de detección de altas capacidades por parte de las educadoras ...................... 55 6.1.2 Disposición frente a futuras identificaciones de niños con altas capacidades. .............. 58 6.2 Análisis General ........................................................................................................ 61 CAPÍTULO VII: CONCLUSIÓN ........................................................................................ 65 CAPÍTULO VIII: BIBLIOGRAFÍA ..................................................................................... 68 CAPÍTULO IX: ANEXOS .................................................................................................. 74 9.1 Entrevista Catalina García, PENTA UC ....................................................................... 74 9.2 Entrevista Carolina Vásquez ....................................................................................... 83 9.3 Instrumento .............................................................................................................. 92 9.4 Entrevistas instrumento .............................................................................................. 94 Entrevista N° 1 ........................................................................................................... 94 Entrevista N° 2 ......................................................................................................... 101 Entrevista N° 3 ......................................................................................................... 105 Entrevista N° 4 ......................................................................................................... 110 Entrevista N° 5 ......................................................................................................... 114 9.5 Cartas de Información de Validación ......................................................................... 119 9.6 Cartas de Validación ................................................................................................ 121 9.7 Orientaciones .......................................................................................................... 127 2 9.8 Documento informativo para Participantes ................................................................. 138 9.9 Carta autorización entrevistas.................................................................................... 140 9.10 Conocimiento Informado ........................................................................................ 141 3 AGRADECIMIENTOS El llegar a esta etapa de nuestra carrera es el resultado de muchos esfuerzos, no solo personales, junto a nosotras hubo muchas personas a quienes debemos gran parte de este logro. Agradezco a mis padres y a mis hermanos, a mis tíos y primos, también a mi abuela, por apoyarme en esta etapa y estar junto a mí en todo este proceso. Valentina Sotomayor. Agradezco mis padres y a mi hermana, por darme esta oportunidad y ser un apoyo incondicional en todo este proceso. María De La Luz Pérez. Agradezco a mi familia en general, a mis amigos y a mi pololo que estuvieron junto a mí en todo momento apoyando. María Ignacia Girardin. 4 INTRODUCCIÓN El interés y la preocupación sobre la educación de los niños y jóvenes con altas capacidades o dotados no es algo relativamente nuevo, el psicólogo alemán William Stern (1912) habla por primera vez de la inteligencia humana de manera general, pero sí es nuevo nuestro conocimiento sobre la esencia de estos niños y de los métodos de educación
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