Mediation in the building of children’s learning and the girl in the preschool stage from vigotsky point of view

Abstract

This type of essay article has as its fundamental purpose on the analysis of the mediation process carried out by the teacher in the building of learning in the boy and girl of the Initial Education Level in the preschool stage. Based on the sociocultural theory of Vygotsky, constructivist theory, which has implications in the teaching process organized by the teacher, especially related to the mediation present in the interaction between learning and the process that is carried out from the theoretical perspective represented by the zone of proximal development, a pedagogical contribution that takes into account criteria, principles and pro cedures in educational practice for the achievement of learning that is socially and culturally relevant for children in preschool. This Vygotsky theory considers the existing relationships between the human being, society and culture, which the teacher must take into account when planning pedagogical strategies, incorporating social interactions to strengthen the student’s learning process, which will be for all life. Therefore, sociocultural theory helps teachers to rethink their pedagogical practice that they exercise as a mediator in the construction of learning, changing their way of teaching. Consequently, it is concluded from the Vigotskyan vision, that learning is not only a process of individual fulfillment, but also a social, cultural and historical one, which is related to learning 
together, socialization, in addition to strengthening knowing, doing, living together and Being; Therefore, it is through the mediation process that preschool children are active subjects involved in their own learning.