La motivación docente para fomentar la autonomía personal en los niños de 3 a 4 años

Abstract

Children must feel confident to exercise their autonomy when taking risks or making decisions. The role of teacher motivation is essential to foster independence in children. For this reason, educators should generate an enabling environment through appropriate strategies that allow the development of autonomy in infants. In this sense, this research aimed to determine the incidence of teacher motivation in the development of autonomy in children from 3 to 4 years of age at E.C.E Ana Paredes de Alfaro. A cross-sectional methodology based on descriptive research with a mixed approach was used to correlate the variables. The explanatory level, bibliographic type, was applied for the theoretical foundation. In addition, a survey previously validated by experts was administered to teachers on their perceptions of motivation and its application in the classroom. In order to determine the presence of personal autonomy in children, the Secadas Observational Scale of Development was applied to the achievements attained. It was shown that teachers understand the importance of demonstrating empathy (96.6%), adapting strategies within the classroom (98%), and setting the environment (96%) to foster personal development autonomy effectively. The children’s level of autonomy achieved was 62% at the high level, indicating that the teachers' strategies have a positive impact.

Keywords: teacher motivation, personal autonomy, learning, Early education 1