Estrategias pedagógicas para contribuir en el aprendizaje de los niños con discapacidad cognitiva en el grado preescolar del colegio María Reina de Cúcuta.

Abstract

This research offers a valuable contribution to society, fundamentally for teachers who work with preschool-age children with some cognitive disability, which aims to identify the knowledge and experience that teachers have regarding the learning-teaching process in boys and girls at these school ages with cognitive disabilities and thus design pedagogical strategies that contribute to their learning. The type of research in this work is qualitative in which we want to analyze the teaching strategies used by the teacher in the classroom with children diagnosed with these disabilities; This research was implemented qualitatively, with a pedagogical action-research method, also known as classroom research, this method consists of empowering teachers in the methodologies to investigate their pedagogical practice, with which, thanks to the instruments posed as it was the field diary and the structured interview, allowed the teacher to identify her strengths and weaknesses in terms of the management of pedagogical strategies. With the information already collected from which a series of results were obtained, they were those that allowed the creation of the proposal, in which certain pedagogical and didactic strategies for the teacher are evidenced, through this it is sought to work the skills of the child with cognitive disability, as a tool that allows obtaining favorable results for both behavioral and cognitive development inside and outside the classroom.