Mediation in Education
In both research loops, it was possible to show that one of the ways of learning that allowed children to acquire learning, was through the mediation that was promoted in online tutorials. Understand as mediation to the interaction that is established between educational agents, allowing enriching learning experiences and that are considered as the primary source for the acquisition of knowledge and the development of emotions among individuals. That is, mediation is a pedagogical interaction which occurs between children, and the teacher, in order to promote instances that promote the construction of knowledge from the orientation established by the teacher.
That is why, during the action plan, mediation is intentionally intentionallySo much, of the interaction with the educators in training/researchers, as with the adult who accompanied them at home, because as mentioned, learning is a construction that is generated not only individually through mental restructuring, but alsothrough social interaction. Thus, mediation is essential to generate enriching experiences to acquire the knowledge and integral development of children.
When it is mentioned that children learn through the mediation that an adult performs, reference is made to the theory of the mediated learning experience of Feuerstein. From which the importance of providing children with tools, experiences and knowledge that the toddlers could not obtain without a mediator that facilitates them is relieved, framing under the objective of preparing them so that they can build their learning, modify, make them more flexible andAdapt them from the interaction with the stimuli intentionally by the adult who fulfills the mediating function. From this, it can be established that mediated learning involves aspects of both Piaget and Vygotsky’s theory, since it refers to the development of cognitive processes, but emphasizes that these are generated both in interaction with the environment and others thatThey promote stimuli as mediators.
The mediating processes carried out in all the learning experiences implemented, were generated through intentional situations, where in many occasions the new stimulus generated that children will need adult orientations to act and build learning. This is directly related to Vygotsky’s next development zone, since children need interaction and exchanges of ideas and content with a person who is more expert in a certain knowledge, and at the same time is responsible for promotingThe necessary stimuli for the construction of new learning, allowing them to advance the learning already acquired from those who are close to acquiring with mediation support.
Such mediation promotes the next development zone of children during the implementation of the tutorials, where the teaching strategy for this was mostly carried out from pedagogical questions, since this promoted children will interact with the situation and situation with the situation andthat adults will guide children when they presented difficulties in acquiring and construction of numerical counting and construction skill learning.
As reflected in the following descriptive record: the mother goes for the child and he/she returns with only 3 balls and the educator in formation asks: “What happened to the other balls?"And the child replies:" They were there "and she asks:" How many were there?”, The child looks at his 3 balls and the mother says he remembers that you were 5 and the child says:" 1 aunt "and the educator in formation asks:" How could we know if it is 1?”, The mother makes a sign and the child runs to look for the balls, when he arrives he has 2 balls and looks at his mother, the educator in formation tells him:“ How many balls had stayed there?"And the child says:" 2, 1, 2 "telling them and she says:" And how many said you had remained?"," 1 "responds the child and what happened as he asks and the toddlers answer:" 1 no, 2 yes "and" how did you know?"," I said "," Very good, you said!"
From the registration fragment, it can be seen that the educator in training/researcher did a mediation through a series of pedagogical questions, in order to guide one of the situations that occurred during the activity. These questions generated a cognitive conflict in the child, since he was asked what had happened to the rest of his balls, where the interaction with the adult invited the child to analyze the situation to deliver an answer, which was reflectedand verified by the same child, allowing him to adapt the new information acquired by the medium and the previous information. The interaction that was established with both the mother and the educator in training/researcher allowed the child to acquire and apply mathematical knowledge – number of counting and numerical construction – to solve the problem, and subsequently check what happened.
As mentioned, as a thesis we consider that mediated learning theory is a useful and enriching strategy to use both in face -to -face educational contexts and in distance education contexts, because it is difficult to establish a direct interaction through a screen. That is why this strategy is an opportunity for children to acquire new skills and abilities through interaction/mediation with another person who manages the content you want to work, allowing them to build new knowledge. The environment where learning develops must be able to generate stimuli, which must have a certain level of complexity to allow children to face different cognitive conflicts, since these are instances that promote the possibilities of implementingThe different cognitive processes.
Therefore, the use of mediation in implementation in online tutorials both in the first and second loop, we consider that it was widely significant. First, using this strategy allowed children to acquire mathematical knowledge that was designed and implemented, where in the current context it has been difficult to be able to give the continuity expected to the teaching-learning process because it is doneVirtual, so the application of mediation as a way of learning, helped the boy and the girl to achieve and build the mathematical learning raised.
Therefore, as educators in training/researchers, it allowed usThe objectives, achieving that the work done was reciprocal, where both researchers and children have an active role in the teaching-learning process, which causes that we can expand our pedagogical work, acquiring better and new tools to continue with thelearning process, in any educational context in which we develop.
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