Servicios Personalizados
Revista
Articulo
Indicadores
- Citado por SciELO
- Accesos
Links relacionados
- Citado por Google
- Similares en SciELO
- Similares en Google
Compartir
Profile Issues in Teachers` Professional Development
versión impresa ISSN 1657-0790
Resumen
PERDOMO TORO, Jhonatan; RICO GONZALEZ, Ángela Milena y HUEPA SALCEDO, Nury Catherine. The Role that Socioaffective Practices Play in Third Graders' Autonomous Learning. profile [online]. 2011, vol.13, n.2, pp.163-179. ISSN 1657-0790.
In this article we describe and analyze how autonomous learning emerges in third graders' socioaffective practices as reconstructed in written narratives. Results were obtained by analyzing and reflecting on classroom observation, interviews and written narratives done by the students which let us appreciate different behaviors and reactions the students usually went through. This study shows that children are able to recognize and reflect on the causes and consequences of situations thanks to the use of different socialization forms implemented by their parents; those forms help them become aware of their duties and homework. It also makes evident that social interaction, with family as the main contributors, plays an important role in children's development of autonomy.
Palabras clave : Autonomy; socioaffective practices.