Pedagogical accompaniment in the cognitive development of students

Abstract

The research was based on a study of the pedagogical accompaniment in the cognitive development of the students of the “Pablo Enrique Albornoz” Educational Unit in the city of Santo Domingo. The results of the research, applied to students through a survey, are shown as a way to make known that teachers are the essential factor in the quality of education and to achieve significant learning in their students. The teacher-student interactions constitute an ideal space for education with daily activities such as telling how similar problems were solved in other circumstances, which will allow evaluating the factors that affect the student in his development of cognitive abilities. The objective of this research is to verify the incidence of pedagogical accompaniment in the cognitive development of students, to achieve this purpose a bibliographical analysis was carried out taking as reference observations made in the Educational Unit. The research has a qualitative approach, in addition to the inductive, deductive, analytical, synthetic, bibliographic and statistical method. It is concluded that the pedagogical accompaniment has a positive impact on the cognitive development of the students, making learning more efficient and of quality.