<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442020000100306</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transferencias de conocimientos y dominios prácticos de la educación inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge transfers and practical domains of initial education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinueza Burgos]]></surname>
<given-names><![CDATA[Consuelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macías Alvarado]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrión Arreaga]]></surname>
<given-names><![CDATA[Elis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>72</numero>
<fpage>306</fpage>
<lpage>313</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442020000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442020000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442020000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se encuentran muchas referencias de trabajos de investigación que aluden a la practicidad de los conocimientos como un elemento complementario del aprendizaje, sin importar de los niveles de transferencia teórica que los docentes logren impregnar en sus clases, o las técnicas didácticas utilizadas, es en este momento en el que el contacto del estudiante universitario logra comprender lo aprendido con la realidad vivencial de tener al niño frente a frente. El método utilizado en esta investigación es el hermenéutico, tomando como objetivo establecer la literatura en la base de datos Elsevier sobre la práctica profesional del estudiante del cual se encontraron 170 trabajos de investigación entre los años 2017 y 2019 con una significancia al tema de la educación inicial nula, pero la información se la tomo para la revisión del segundo objetivo que es el de describir las formas de transferir conocimiento en la práctica profesional. El tercer objetivo se baso en caracterizar los dominios prácticos que son de ayuda en el proceso de enseñanza aprendizaje de la educación inicial utilizando la misma literatura con una retrospección de diez años de dónde se encontraron nueve trabajos. De entre ellos lo más relevante es haber encontrado que la transferencia se debe dar en dos momentos diferentes del aprendizaje del niño divididos en los dominios de las edades 0-3 y 3-6 años.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT There are many references of research papers that refer to the practicality of knowledge as a complementary element of learning, regardless of the levels of theoretical transfer that teachers manage to impregnate in their classes, or the didactic techniques used, it is at this time in which the contact of the university student manages to understand what has been learned with the experiential reality of having the child face to face. The method used in this research is the hermeneutic, with the objective of establishing the literature in the Elsevier database on the professional practice of the student of which 170 research papers were found between 2017 and 2019 with significance to the topic of education initial null, but the information was taken for the revision of the second objective which is to describe the ways of transferring knowledge in professional practice. The third objective was based on characterizing the practical skills that are helpful in the teaching process of early education using the same literature with a five-year retrospection. Among them, the most important thing is to have found that the transfer must take place at two different moments of the child's learning divided into the domains of ages 0-3 and 3-6 years.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica estudiantil]]></kwd>
<kwd lng="es"><![CDATA[práctica profesional]]></kwd>
<kwd lng="es"><![CDATA[práctica pre profesional]]></kwd>
<kwd lng="es"><![CDATA[educación inicial]]></kwd>
<kwd lng="en"><![CDATA[Student practice]]></kwd>
<kwd lng="en"><![CDATA[professional practice]]></kwd>
<kwd lng="en"><![CDATA[pre professional practice]]></kwd>
<kwd lng="en"><![CDATA[initial education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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