Interacción con el entorno para favorecer la inteligencia naturalista en los niños de inicial II

Abstract

Initially, naturalistic intelligence was not contemplated in H. Gardner's original list of multiple intelligences, being included among the logical-mathematical and visual-spatial intelligences. This intelligence was related to cognitive development, reflecting a sensitivity in the protection, interest, habilities and responsible management of natural resources, this being the objective of the study, the ability to promote the development of naturalistic intelligence through contact with the nature. In an educational unit, a mixed methodology was used by using the ECERS-R scale to study the state of the environment in a kindergarten classroom with 15 students. An initial questionnaire was applied to the educator and a field diary was used to record the observations according to the visits. By means of the triangulation of the instruments, the results emerge with significant differences regarding the development of naturalistic intelligence. In addition, the field notes suggest a stimulation and contact between the fauna and flora with the students; However, an excellent interaction between the educator and the children was observed, characterized by an empathic, assertive, respectful interaction, related to the sense of belonging of the staff due to motivational factors. Students have a great disposition to interact with nature, they enjoy exploring the natural world and use their imagination to play, consequently, the need to promote naturalistic intelligence and learning in natural contexts is highlighted. Key words: NATURALISTIC INTELLIGENCE, LEARNING, EDUCATIONAL ENVIRONMENT