The use of problematic situations in the teaching –learning process in the pre-school

Abstract

The present work proposes methodological recommendations to the pre-school teachers for the use of situations problémicas in the teaching –learning process, because it has been verified in the educational practice that inadequacies exist in the preparation of these for the use of problematic situations in the different activities of the educational process in the first childhood. It takes as theoretical and methodological basement the budgets of the historical theory - cultural of Vigotsky, the positions of outstanding Cuban educators, as well as the experiences of the own authors in the made investigations. In the proposal of recommendations is defined the concept of problematic situations, their components, functions, didactic requirements, stages of assimilation, those that respond to the demands of the educational process for these ages. It contains examples of problematic situations to work in the educational process; which don't constitute a rigid outline but rather they can be enriched with the experience and the teachers' creativity that put it into practice, what would contribute to their preparation in this problem.