CASE STUDY DEVELOPMENT

PROPOSAL.

PROPOSAL FOR THE DEVELOPMENT OF THE PRACTICAL COMPONENT

COMPLEXIVE EXAM.
Pedagogical proposal for the
development of social skills
in early education children.
2. GENERAL OBJECTIVE

• Design a pedagogical proposal aimed at promoting the development of social skills in early
education children.
3. SPECIFIC OBJECTIVES
3. 3.1 Support the pedagogical proposal from the socio-constructivist theory
and the curricular pedagogical model focused on meaningful learning.

3.2 Formulate strategies that promote interaction and collaboration

between children, promoting the development of social skills.

3.3 Design activities and resources that stimulate teamwork and effective
communication.

3.4 Propose formative evaluations to measure the level of achievement of

the social skills expected in children.
4. JUSTIFICATION
The pedagogical proposal seeks to address the growing need to
develop social skills in early education, considering that these are
fundamental for the emotional well-being and academic success
of children. The socio-constructivist theory and the model
focused on meaningful learning offer solid bases for the
comprehensive development of students, promoting an
enriching and participatory educational environment.
5. THEORETICAL FOUNDATION OF THE PROPOSAL
Socio-constructivist theory postulates that learning is an active
process where individuals construct meanings through social
interaction. The curricular pedagogical model focused on
meaningful learning, proposed by Ausubel, emphasizes the
connection of new knowledge with existing knowledge,
promoting deep understanding. These theoretical foundations
support our proposal, since the development of social skills is
best achieved in participatory and meaningful contexts.
DEVELOPMENT OF THE
PEDAGOGICAL
PROPOSAL.
 Objetivo general Objetivos específicos Estrategia metodológica Resultado de
aprendizaje
(una por objetivo)
esperado
3.2
3.3
3.4

Objetivo Estrategia metodológica Ambientes de aprendizaje Actividades Recursos Resultado(s) de aprendizaje Evaluación en el Nombre del estudiante
específico esperado proceso(1)
(que responda al modelo (coherente con la estrategia (polifuncionales a la actividad y
pedagógico seleccionado) y orientada al aprendizaje aprendizaje esperado)
esperado)

3.2
Cooperative Group Didactic Improveme Continuo NN1
learning. spaces Cooperativ material for nt in us
ormulat
where e games, group collaboratio observatio
e
children group activities. n and n and
strategi
can work projects. participatio anecdotal
es to
together. n in group records.
encour
activities.
age
interact
ion and
collabo
ration.
 1. Describan según corresponda el o los ambientes de aprendizaje propuestos en la matriz.

Objetivo específico Ambientes de aprendizaje Nombre del estudiante

Cooperative
3.2 Flexible spaces with mobile tables and chairs. NN1

Learning.

1. Create an evaluation indicator for each activity and indicate the function of the evaluation with respect to the expected learning result.

Actividades Indicadores de evaluación Función de la evaluación Instrumento que utilizaría Resultado de aprendizaje
esperado

Active participation, Measure Effective

Cooperative contribution to the collaboration Checklist collaboration in
game team. and teamwork. group
situations.
A3
Final recommendations for the
implementation of the
pedagogical proposal.
 Each student makes a recommendation to improve
learning conditions and results. For example, suggest
continuous training of teaching staff in active
methodologies and the creation of appropriate spaces
for collaborative work.