Estrategias pedagógicas basadas en la metodología Waldorf para fortalecer las inteligencias múltiples en el Jardín Infantil Children Gym en los niveles de párvulos y pre-jardín en Pamplona Norte de Santander 2019.

Abstract

In this systematization work, the experience of the Degree Work Research Process, carried out with the students of the Children Gym Kindergarten will be made known with the objective of implementing pedagogical strategies of multiple intelligences with temperaments in children in initial education. With a qualitative approach through the following phases of action research: The context is represented by 12 students from the pre-garden and preschool grades of the city of Pamplona, North of Santander. Data collection techniques: participant observation, dialogues. The instruments are field diary, observation guides, follow-up tables. Among the reflections of teachers in training include: Meaningful learning, creativity, responsibility and punctuality by teachers in training are highlighted. Regarding the lessons learned, the following stand out: The fundamental part of the teacher is not only the accompaniment of learning of his students as in this case, but one of the complements that is based on the formation of being as a person in his constant way to behave and the way of seeing the world, the goal is to train people also related to teaching and who are interested in the ability of being and his soul more than knowledge. It is concluded: According to the proposed theorists, it can be affirmed that for a significant learning to occur, it is essential to know the child and his learning rhythm, as well as that the context is not isolated in this process, since it is a fundamental factor in which the child develops and interacts with his peers, teachers, and parents, acquiring his knowledge.