La agresividad infantil y el aprendizaje significativo en niños de 4 a 5 años de educación inicial

Abstract

The purpose of this degree project entitled Children's aggressiveness and meaningful learning in children aged 4 - 5 years of early education is to determine the relationship between children's aggressiveness and the development of meaningful learning in children aged 4 - 5 years of early education. In order to highlight the effectiveness and compliance of this inquiry, the quantitative methodology was used, with a descriptive non-experimental design based on the theory of Hernández Sampieri, in such a way that 3 research instruments were applied, such as. A survey with closed questions addressed to teachers and parents, as well as an observation guide oriented to early childhood education children of sub-level II, which was evaluated by means of a Likert scale, for the execution of the instruments a sample of 45 children, 2 teachers and 41 parents was used, evidencing that children present aggressive behaviors in the classroom and that these behaviors are replicated at home, which results in the fact that they do not obtain learning and enriching experiences. In conclusion, a proposal is put forward as a solution to the novelty of the problem, in such a way that a guide of activities of the mindfulness method to regulate children's aggressiveness and promote meaningful learning is designed, with the execution of the activities it will be possible to control these behaviors in children, in such a way that benefits them in their emotional and cognitive development. It is a resource that will help both teachers and parents.