THE CULTURAL WEALTH OF GUATEMALA

The Sixth State

Xela is considered the second largest city in Guatemala. During a brief
time period was also the capital of the so-called Sixth State of the Heights, a
separatist movement that had a lifespan of two years (1838-1840). Quetzaltenango
It is a place with a lot of history, cultural life, and friendly people to meet.

Georginas Springs
Known as Hot Springs by foreign tourism, the hot springs of the...
Georginasson are the most well-known in Guatemala. In addition to being able to relax in these.
sulfuric water pools, it is also possible to know the area of Zunil, one of the
more colorful of Western Guatemala.

Huehuetenango and its unpredictable nature

Two things are certain about Huehuetenango: to get there, you have to travel a lot.
and its natural landscapes are spectacular. Near the border with Mexico is the
Laguna Brava, a massive water body surrounded by trees and an attitude,
mainly in the afternoons, accelerated. Located in La Trinidad, in Nentón, it is
quite remote, but it's worth visiting.

Semuc Champey
In the northernmost part of the country, the natural wonders do not cease to be
impressive. Semuc Champey, in Alta Verapaz, is one of them. This place is one
of the most visited by national and international tourism throughout the year. The
access is not that complicated, but depending on the season, it is always an adventure
ready to be lived.

A White Beach in the Caribbean

300 days of sun a year gives us, at least, an opportunity to take advantage of them in
a beach environment. Although the majority of Guatemalans prefer the
Pacific volcanic beaches, the Caribbean also has its charm. Playa Blanca is
one of them.
Guatemala is a country with great cultural wealth. In its territory, we coexist with 24 groups.
ethnic groups with different ways of understanding the world. This is our greatest
wealth because within a single country we encompass different worlds!
In what is now Guatemala, our great ancestors lived: The Mayans.
millenary culture that has left us a legacy that runs through our veins and
accompanies our steps. The current population of Guatemala is mostly
Mayan population, direct descendant of this great people.
We are a very tiny country with an intense history of people who have
undertaken great dreams, of people who have had to depart and also a country
with harsh episodes like the conquest and the internal armed conflict. Episodes that have
left deep wounds in our population and that day by day we are healing with
our work and with our hopes for a better place for those who come after
about us.
At Heart of Volcano, we believe in transformation through work with the
culture, in the power of positive things and in miracles. Due to our history
we are a country that especially needs positive messages, of projects
successful, of respect, of peaceful coexistence, of curiosity and of love… this is why
that we uphold these values as the pillars of our work when developing each one of
our pieces that we want to share with the whole world.

Cultural riches of Guatemala

Guatemala
Guatemala is a beautiful country in Central America. Its name comes from Nahuatl.
Quauhtlemallan, which means 'place of many trees'. It borders to the west and north with
Mexico, to the east with Belize and the Gulf of Honduras, to the southeast with Honduras and El
South Salvador and the Pacific Ocean. Some important facts about Guatemala are:

Official Name: Republic of Guatemala.

Territorial Extension: 108,890 km2.
13,002,206 (estimated as of July 2008).
Political Division: 22 Departments and 334 Municipalities.
Guatemala City
Quetzal (Q)
Official Language: Spanish.
Unofficial Languages: 22 Mayan languages, Xinca, and Garifuna.
Form of Government: Democratic.
Demonym: Guatemalan.
Schedule: GMT -06:00
Telephone Prefix: (502)
Radio Prefix: TGA-TGZ, TDA-TDZ

It has a mountainous feature among its geographical characteristics.

contrasting with soft beaches on its Pacific coast and low plains in the north
of the country. In its central part, it is traversed by the Cuchumatanes Mountain Range and
part of the Sierra Madre. Approximately two-thirds of the territory of
Guatemala is made up of mountains, many of which are of volcanic origin. In addition,
it has countless natural beauties that make Guatemala one of the
the most beautiful corners of the world, the "Land of Eternal Spring".

Lake Atitlán
Guatemala is a country that preserves its pre-Columbian past with manifestations of
syncretism both cultural and religious. Faithfully cares for and protects its Mayan heritage,
the cultural richness of its people as well as the manifestations of Spanish influence in
their colonial manifestations. And finally, all of this is mixed with development
urban planning of the 20th and 21st centuries, resulting in an amalgamation of colors,
sounds and experiences.
Great Jaguar Temple, Tikal
San Felipe de Jesús Castle, Izabal
Arch of Santa Catalina, Antigua Guatemala
Saint Andrew Xecul Church, Totonicapán
Holy Metropolitan Cathedral, City of Guatemala
Lent and Holy Week in Antigua Guatemala
View of Guatemala City
But, above all its natural, architectural, and cultural beauty, what is most precious and valuable
its people. A mix of individuals from diverse backgrounds and cultures that together make
that this beautiful nation is so special.
 The archaeological and natural wealth of Guatemala
Nestled between the Pacific and the Caribbean,Guatemalait is a small country
Central American whose indigenous culture is a mixture of Maya heritage and the
Spanish influence. Not in vain, a third of the 13 million inhabitants is
indigenous and more than twenty Maya dialects are spoken.
In addition to by itscultural and archaeological wealthGuatemala stands out for its variety
of landscapes that harbor volcanoes, dream beaches, high forests, lakes,
tropical rainforests... Despite its small size, the country's natural heritage is
impressive.
Tikal site
The Petén department, located in the north of the country, has the main deposits of
the Mayan civilization. Notably, above all, the Tikal National Park,
declared a Natural and Cultural Heritage of Humanity by UNESCO in 1979.
Tikal, which means 'place of voices', is the largest Maya city discovered.
so far. Excavated by archaeologists from the University of Pennsylvania between
1956 and 1969, it preserves, among many other monuments, six large temples
pyramidal from whose peaks one can appreciate a spectacular view of the jungle environment.
You can get to Tikal in two ways: by taking the road to the Atlantic (CA-9) from
the capital, Guatemala City, and then the detour to Petén via the CA-13 (between 10 and
12 hours of travel); or by plane from La Aurora International Airport in
City of Guatemala to Flores (approximately 30 minutes of flight), locality
located 65 kilometers from Tikal.
The entrance fee to the National Park is 20 American dollars per person and
Visiting hours are from 6:00 AM to 6:00 PM, from Monday to Sunday.
The most beautiful lake in the world
Rated by the famous British writer Aldous Huxley as 'the most beautiful lake'
of the world,” Lake Atitlán is one of Guatemala's national treasures,
in addition to being an important tourist destination.
On the shores of the lake, located 144 kilometers from the capital of the country, rise
the three majestic volcanoes that make the place so special: Atitlán,
Tolimán and the San Pedro volcano, which exceed 3,000 meters above sea level.
Around the lake, there are a dozen small villages. The most important of all
San Francisco Panajachel, where you can find hotels, nightclubs and
markets that sell beautiful local craftsmanship.
The area also offers great opportunities to practice sports and activities.
outdoor activities, such as water skiing, paragliding, sport fishing, or excursions in
sailboats.
Safety and tourism
Due to the current security conditions, thewebsite of the Ministry of Affairs
Exterior of Spain strongly recommends visiting the country on organized trips to
through specialized agencies.
And the fact is that insecurity is the main obstacle to the development of local tourism.
one of the main economic engines of the country (it is the second generator of
currencies).
However, according to Juan Carlos Zapata, executive director of the Foundation for the
In Guatemala, the number of crimes related to tourists has decreased.
by 40% last year, in which there were 132 cases, mainly complaints about
theft. It doesn't seem like a very high number considering that almost two million of
tourists visited the country in 2010.
Christian School 'The Valley of the South'
Alicia Teresa Cuyuch Ixcoy
Kindergarten Sixth
Social and Natural Environment
New Alvarez
February 21, 2020

CLASSIFICATION OF INFORMATION, TEXTUAL STRUCTURES AND THEIR

META COGNITIVE EFFECT
TEXTUAL STRUCTURE OF THE EXPOSITORY TEXT
Slater and Graves (1989) have defined expository text as a prose text in
in which the author presents information that can, at times, also be explanatory
if it includes clarifications that it considers necessary for better understanding; to be
executive, while the author actively engages readers in a dialogue
clarifying what is and what is not important. Lastly, a text
Expository writing can incorporate narratives to bring prose to life and engage readers.
In other words, expository texts, perhaps more so than other types of
text of some length, can include various schematic patterns and fulfill
various functions.
The schematic superstructure of the expository text has been studied under
different names: rhetorical structures, patterns of organization or structures
textual
Meyer and Freedle (1984) state that based on Linguistics and Rhetoric,
There is sufficient evidence to suggest that discourse can be organized in different ways.
ways and these principles of general organization are in the speaker's mind or
of the writer when organizing the discourse and in the minds of the comprehenders when
they are trying to understand it.

Meyer and Freedle (1984) and Sánchez (1995) state that expository texts
they have five forms of organization:
1. Problem/solution organizes the information of a text around two categories
basics: problem and solution, which maintain the following relationships between them: a)
a temporal relationship: the problem predates the solution; b) a
causal or quasi-causal link between both, in such a way that the solution affects
one way or another to the causal plot from which the problem arises: the solution eliminates
or mitigate the effects of any of the antecedent conditions of the problem, c) and
Perhaps as a consequence of the above, there must be an overlap, at least partial,
between the propositions or ideas that express the problem and those that serve to
expose the solution.
2. Another organization is cause/effect, which contains two categories: antecedent and
consequent; existing between them: a) a temporal relationship: the background
precede the consequents, and b) some causal or quasi-causal links between
backgrounds facilitate or are a necessary and/or sufficient condition for
that the consequences appear.
3. The organization of comparison/contrast. Through it, two entities or
phenomena are compared to each other, noting their differences and similarities.
There are three varieties in comparison: alternative, in which the facts or
phenomena have the same weight or value; adversative, one of the options appears
as preeminent in relation to the other, and analogy, when one of the arguments
 serves as an illustration of another previously established one. In this case, the argument
which also serves as an illustration is subservient to the first. There are no limitations of
temporal or causal character in these three forms of comparison.
4. The list. In this type of organization, the topic or the entity being described
is in a hierarchical position superior to the elements that act as
descriptors. The elements are grouped around a certain entity
as traits, attributes, or characteristics of her.
5. The chronological order. This type of organization also allows for various forms.
Propositions can be grouped in a temporal sequence, or through
a link of simultaneity or through an unspecified associative loop. In
in any case, the different propositions related through this
schema/relationship have the same value. Taylor (1992) agrees with these
affirms and states that this organization is found in textual patterns that
they have sequences, like instructions to build or assemble something, or a
chronology of historical or narrative events.
2.2 TEXTUAL STRUCTURE OF THE ARGUMENTATIVE TEXT
The other textual structure we also work with is the argumentative one.
This structure reappears in various forms not only in everyday arguments,
but also in academic discourse as in psychological articles (van Dijk and
Kintsch, 1983). The argumentation is the dominant characteristic of a text that
We will call argumentative text, which at the global or macrostructural level updates
the argumentative superstructure.
Toulmin (1958) postulates a minimum structure of argumentation with three
elements:
The Arguments. Facts from the empirical world that the arguing subject transforms.
in reasons that support their opinion.
The Conclusion. The thesis or opinion that the arguing subject defends.
The Premises (Guarantees). (Generally implicit) propositions that allow for passage
from the arguments to the conclusion.
The premises are statements of general value (norms, laws, principles)
generally accepted) that allow or guarantee that certain
conclusions drawn from certain arguments. It is for this last reason that Toulmin
(1958) proposes a fourth element in the logical apparatus of argumentation: the
backing. If someone intends to question a premise, the arguer will be able to
to wield claims of facts that support your premise (for example, the constitution,
the laws, empirical data, statistical data, etc.
This type of argumentation can be found in:
. scientific texts that involve theoretical discussion,
. the newspapers: in some editorials, in the opinion pages, in the letters of the
readers,
. the courts, where each lawyer argues and defends their client's point of view
and rebut the thesis of the other party,
. oral debates (forums of opinion), etc.
Both Toulmin (1958) and Perelman (1982) focus their attention on the
exchange between two arguers with opposing viewpoints. The contribution of
the New Rhetoric has been to return argumentation to a context of controversy in
there is an audience to which it is directed. According to Alvarez (1995), it is understood as
argumentation a speech that tries to convince the recipient about certain points
from a perspective, to persuade him to take a certain action or to reinforce in him already held convictions
existing.
This argumentative scheme typifies it as a form of human interaction, which
which involves considering the situation in which the argument is produced and the subjects
what they argue. These subjects (the arguer and the arguer's recipient) share or dispute
a set of representations of the world, a system of values, and knowledge
of the discursive universe in which the argumentation takes place. The structure of the text
the argumentative becomes more complex if we consider that it can be found in it
also the arguments of the opposing side (which can be called counter-arguments)
and the rebuttals to these counter-arguments (Alvarez, 1995).
The textual structure adopted for this study was taken from the proposal.
van Dijk (1980), and includes the categories of hypothesis (premise), support (arguments),
explanation and conclusion. These categories have the advantage of facilitating both the analysis
from argumentative texts as the pedagogical exploitation of this type of texts.
Among the linguistic signals that we can find in texts to indicate the
categories of argumentative structure we can point out the following:
Indicator expressions of hypothesis: 'I propose', 'I suggest', etc. (Marinkovich et al.,
1999)
Within the indicative expressions of arguments, we must distinguish those that
they indicate a series of discursive procedures such as: a) Rhetorical figures
(metaphor, metonymy, synecdoche, periphrasis, antithesis, prolepsis, proverb,
comparison, hyperbole, irony, definition, etc.) b) Argumentation schemes no
formal (of justice, of reciprocity, of sacrifice, of waste, by example, by
analogy, by illustration and others, c) Modes of expression (affirmative, negative,
interrogatives.
There are also composition procedures: a) ordering indicators (of
introduction, continuation and conclusion) and b) indicative expressions of emphasis. As
indicator expressions of the conclusion we can point out 'therefore', 'we can
to deduce that
Allendes, 1995).

METACOGNITIVE KNOWLEDGE
Brown (1985, 1987) and Baker (1991) agree with Flavell (1979, 1993) in suggesting
that metacognition includes two components: knowledge about cognition and
regulation of cognition. The first component corresponds to knowledge
metacognitive of Flavell (1979, 1993), which includes our
characteristics like people, the ability to reflect on our own
cognitive processes and our knowledge about the aspects of a task
cognitive - when, how and why to undertake various cognitive activities. This is
the component that we are going to consider in this study regarding the regulation of
cognition corresponds to processes that are relatively unstable, they are rarely
verbalizable, do not require much effort and are relatively independent of the
age.
Knowledge about cognition includes three subprocesses that facilitate
reflective aspect of metacognition: declarative knowledge, knowledge
procedural and conditional knowledge (Paris, Lipson and Wixson, 1994; Schraw and
Dennison, 1994). Declarative knowledge includes the 'knowing what' of the subject, that is,
your knowledge about facts, objects, events, language, concepts, and theories about
of the world. The declarative aspect of knowledge offers the person a series of
data on different aspects of cognition - knowledge about the processes of
reading, textual structures, strategies - about the 'structure and goals of the task'. The
the second component corresponds to procedural knowledge that consists of
know how, that is, the skills and strategies that the reader has to use and apply
the knowledge, which varies between the use of a contextual strategy to identify a
new word and the use of a strategy about textual organization when reading the chapter
from a book. According to Paris, Lipson, and Wixson (1994), knowledge and awareness
about the most effective strategies for understanding a text and for being able to monitor
reading comprehension is the procedural knowledge that constitutes the repertoire
of actions that the reader applies to the reading task. Procedural knowledge
it is generally acquired through direct instruction or induced through
repeated experiences. Finally, these authors introduce knowledge
conditional that explains the awareness the reader has regarding the use of their
knowledge. Conditional knowledge corresponds to the knowledge of 'when' and
why to use strategies, the understanding of the social context in which it takes place
reading and the purpose of the reader. With these three types of knowledge, an agent
Competent individuals can select useful actions to achieve specific goals.
Peronard and Crespo (1999) have developed the concept in greater depth.
conditional knowledge, outlined by Paris et al., stating that the strategic reader
must have its own theory of understanding and accuracy regarding the concept of
task. Having a theory of understanding implies knowing that texts have character
significant, which are intentional, which are potentially coherent, that their structure
semantics is hierarchical, that certain types of texts are organized into categories
abstract (superstructures) and, finally, that full understanding is achieved when
The reader understands, in addition to the content, the author's intention.

THE ROLE OF METACOGNITION IN READING INSTRUCTION

Next, we will discuss how theories can be applied
previously analyzed on metacognition in reading instruction. One of
the objectives of instruction in metacognition are to provide the student explicitly
it is intentional a series of knowledge and indications about the situation of
learning and about the task, as well as a repertoire of instructions related to the
a way to regulate the resolution process. It is not enough to have knowledge, it is
necessary to know how to use them.
We agree with Solé (1996:8), who states that "we are defending from
various optics, the idea of an active learner, someone who processes, who organizes and
that processes the information presented to it and can operate with it..." For this
reason, strategies have become a star topic in Psychology and Education.
According to Solé, learning strategies are closely related to the
metacognition, that is, with the ability to know one's own knowledge, to think
about our performance, to plan it, to evaluate it and modify it. The strategies
they allow us to direct and regulate our actions and constitute the basis for the realization of
intellectual tasks.
Researchers have studied strategies at two levels (Flavell, 1979;
Brown, 1985; Baker, 1991.
The cognitive strategies that empower the reader to understand a written text.
 The metacognitive strategies that govern the use of cognitive strategies,
empowering the reader to control the reading process.
Cognitive strategies refer to the steps or operations used to
learn or solve problems that require direct analysis, transformation or
synthesis of learning materials.
Metacognitive strategies refer to 1) knowledge about the
cognitive processes and 2) to the regulation of cognition or executive control through
processes such as planning, monitoring, and evaluation. The strategies
metacognitive tend to be independent of specific tasks and have
broader applications, whereas cognitive strategies are related to
determined tasks (Chamot and O'Malley, 1994).

3. THE RESEARCH
This research consisted of three parts: in the first part, data was collected
information about the state of metacognitive knowledge of students with
relationship to the textual structure; in the second part, an instruction period was applied
directly and in the third part the results obtained in the first part were verified.
The methodology used was qualitative in nature (questionnaires and surveys) and
quantitative (pre-test and post-test).
3.1 Design, Subjects and Instruments
The type of design applied was quasi-experimental and involved a group
experimental and another control. In quasi-experimental designs, the subjects are not
randomly assigned to the unpaired groups; rather, those groups are already
formed before the experiment. Both groups received a pre-test and a post-test.
The same materials were used with both groups, but they were taught differently.
methodologies during the direct instruction period.
Two first-year courses were worked with, admission 1998 of the University of Los
Students who took the course of Instrumental Spanish belonging to the
degree programs in Pedagogy in History and Geography (experimental group) and of
Psychopedagogy (control group). The total number of subjects was 80, 40 students in
each group.
To measure the variable reading comprehension, we built two tests, a pre-
test and a post-test. The pre-test consisted of a text, whose superstructure was
argumentative, but, in addition, a problem was exposed. In this test, 80% was
consisted of objective multiple choice questions and 20% corresponded to a
problem/solution matrix that the students had to complete with information from the text.
On the other hand, the post-test consisted of two texts of equal length, one argumentative and
another expository. In this last one, 80% of the instructions required organizing and summarizing
the information, for which the students had to select the organizers
most suitable graphs, and 20% corresponded to objective multiple-choice questions
multiple. One of the purposes of designing a post-test different from the pre-test was that the
post-test had a higher reading difficulty level than the pre-test so that its
reliability was higher and to ensure that if the performance was positive
experimental group, there would be no doubt about the increase in its capacity
understanding. On the other hand, since our goal was to detect the role of
metacognitive knowledge of text structure in reading comprehension, we had
to check if the direct instruction had any effect on knowledge
metacognitive about the textual structure.
 USE OF EXPERIENCES IN OBSERVATION PROCESS AND
SOCIAL AND NATURAL ENVIRONMENT EXPERIMENTATION

The discovery and understanding of the social and natural environment

Importance of knowledge of the natural and social environment for the purposes of
child development
Basic procedures for natural and social knowledge: the manipulation, the
observation and experimentation.
When they reach 3 years old, children become organized, investigative, truly
cognitive, where they are not only interested in the object itself, but how it is
built, the way to use it, its origin. The cognitive interest is the reason.
what drives them to manipulate the object. Therefore, at this age, the number of questions
grows extraordinarily.

The acquisition of knowledge involves the use of procedures that

allow them to appropriate their social and natural universe, for this it is first necessary
that they manipulate, that they have the learning objects in their form
material, through toys and educational materials representative of what is given to them
wants to teach, both about the natural and social environment, such as, for example, leaves from the
plants, plants, flowers, construction toys, etc.

The idea of manipulation in social knowledge is apparently more distant;

however, a good educator is capable of creating situations
pedagogical approaches in which children "manipulate" various ways of acting and in which
each of them leads to different results.

As mentioned earlier, another indispensable procedure in knowledge

from social and natural life is observation. Children actively observe what
that awakens interest in them, and they make a correct interpretation if it is directed
adequately by the adult, and if its content matches their development. The
the representations that are formed in them about the surrounding world depend on
largely depends on the way they see objects and phenomena. Hence, observation
becomes a guiding procedure in the methodological approach of the area of
social and natural knowledge.

One of the characteristics of the observation process is the gradual incorporation of

voluntary attention, memory, and volitional and emotional acts.

The ideal materials for observation must be natural; otherwise,

Sheets, objects, or toys that exhibit the characteristics that can be used.
wants to stand out.

To carry out the observation, it must be planned, and in doing so, the teachers will have to
take into account: the determination of objectives, the selection of the object of
observation and the methodological procedures that you will use.

The determination of the objectives will be based on new knowledge

that the little ones must acquire during the observation; linked to the objectives
instructions, educational objectives will be outlined. For example, if it is situated as
 Instructional objective: observe the appearance of some of the closest domestic animals.
in the medium they live in (what the birds' bodies are covered with: feathers), it must be
also set the objective: to observe how people take care of these animals.

When selecting the observation object, the educational team will select animals and
simple plants that are completely harmless, as well as community places
that do not pose a danger to the learners.

The methodological procedures for conducting observation are varied and

depend on the objective set; they are very useful, for example, the questions, which
they must contain a concrete, accessible, and comprehensible idea for them, considering
the knowledge that the children already possess. It should be intensified to the maximum
mental activity, in a way that is developmental.

The observation process is divided into four stages, which allow achieving the objective.
general
First stage: awakening children's interest in observation.
Second stage: orient and concentrate attention on the observed object.
Third stage: this is the main moment, because as a result of the observation, it must
to form in children a clear and accurate representation of reality, in which they will say everything that
They know about the observed object, based on the questions that the teachers will ask them to guide.
your description.
Fourth stage: its objective is to summarize and consolidate representations and knowledge.
acquired about the observed objects and phenomena.
Children are only interested in things in their environment if they realize that
they exist and have had some experience with them. Then, they explore them to get to know them,
to determine their particularities through the most diverse ways and senses. Only
in this way, acting directly with the objects, they become meaningful. But
more is still required for its complete understanding.

Questioning is the process by which infants analyze and compare their

experiences or concepts acquired from what they observe, comparison that leads to their
deeper apprehension, which should then allow for its use, in which they are
capable of using what they have learned in many ways, applying their learning to
the new situations.

This learning cycle is not linear, and these actions intersect and overlap.
they exchange, which guarantees an even more elaborate and refined learning. Since
this point of view, as Piaget pointed out, the active manipulation of the environment is
essential in children to build their knowledge, where these actions about the
objects and the act of considering the consequences of their actions is transforming their
to know, their reasoning and their understanding of experiences.

Experimentation as a procedure is used to achieve the objective that the

students, on their own, can verify and reach simple conclusions.

For example, some simple natural phenomena can be realized.

for the children, how seed germination can be. For this, first
they manipulate the seed, know its shape, its color, its size, etc.; they prepare the
germinator (transparent jar and cotton) and finally, they introduce the seed into the
jar for the germination process. This entire process must be observed by the
small ones in the following days, so they will check how once
Once the seed has germinated, it becomes a small plant that then they
They will be able to plant in the garden or plot of the Early Childhood Education center. From this
way, it goes from the practical, manipulative procedure to the act of sowing the
plant, and its subsequent care (watering it with water). This allows one to see how it grows, until
to reach the conclusion that living beings are born and grow, which can be the
objective of this simple experiment.

Another simple experiment can be done with the purpose of them understanding and
they come to the conclusion that, with the change in temperature, matter changes its
state. An example is the following: how when ice (solid state) is heated it
it turns into water (liquid state), and the water into ice again if it is returned to
change to a cold temperature.

Of course, it is part of the manipulation of the solid body, which can be, in this
For example, a jar with ice; then they place it in the sun and observe how it melts.
Subsequently, the opposite process is done and they will check how it has transformed into
new in ice.

There are several examples that can be presented regarding the use of these procedures,
but the important thing is that teachers know which ones are the most appropriate
according to the proposed objective and the age of the learners.

Children build their knowledge. Their mind is not a miniature model of the
of the adult, nor an empty vessel that is gradually filled with
information. From a very early stage, they are active both mentally and physically, and
they try to understand the social and natural world in their own way. Thus, they continuously act
they mentally organize their experiences, whether social in nature with adults and
other children or experiences with objects. In short, childhood builds its own
knowledge through repeated experiences that involve a
interaction with people and objects. Knowledge is constructed as a result of
the dynamic interactions between the individual and the surrounding action.

As far as the active experimentation of children is analogous to the

spontaneous research, they discover knowledge, find the relationships
essentials, they build their orientation base. In this sense, they need to be trained
own hypotheses and verify them through their mental and practical actions,
observing what happens to reach answers, what makes their structures
mental processes reorganize based on these responses. The understanding of these
concepts are facilitated by providing them with real experiences and problems that they can
to resolve, so that the contradictions between their thought and the reality of
your environment.

This assertion that children construct their knowledge is not in contradiction with
the fact that it is the adult who organizes the system of educational influences, and to
gives teachers their guiding role in this teaching and learning relationship.