Extensión Cañar - Educación inicial
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Examinando Extensión Cañar - Educación inicial por Asesores "Mejia Rodriguez, Israel Neptali"
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- ÍtemAcceso AbiertoEstrategias metodológicas para la comunicación afectiva y efectiva en preescolar(Universidad Católica de Cuenca., 2023) Romero Vásquez , Joselyne Elizabeth; Mejia Rodriguez, Israel Neptali; 0350187506Methodological strategies are the set of essential and unpredictable techniques and procedures in the teaching-learning process. From this perspective, the objective of this research was to establish the importance of the use of methodological strategies for affective and effective communication in preschool. The research was developed with a quasi-experimental methodology, applying a proposal in an experimental group and a control group; in addition, a survey was applied to teachers to know their perspectives on the use of methodological strategies for affective and effective communication. In the results, teachers stated that methodological strategies for affective and effective communication should always be used when working in the classroom with students. When applying the intervention proposal on methodological strategies for affective and effective communication, the children improved significantly in axis 1 (self-esteem), as 92.5% were at the expected level; in axis 2 (emotions), 96.2% were at the expected level; in axis 3 (coexistence), 81.4% children were at the expected level; in axis 4 (rules and agreements), 81.4% were at the expected level; in axis 5 (conflict resolution), 96.2% students were at the expected level, and in axis 6 (about the family), 100% were at the expected level. It is concluded that the use of methodological strategies is important for affective and effective communication in preschool, and being important that teachers use them in the classroom. Keywords: Methodological strategies, affective communication, effective communication, preschool.
- ÍtemAcceso AbiertoGamificación para favorecer el desarrollo del lenguaje oral en niños de 4 a 5 años(Universidad Católica de Cuenca., 2023) Quizhpi Muñoz , Alicia Mercedes; Mejia Rodriguez, Israel Neptali; 030289116-3Oral language development in infancy is crucial for its ability to create cognitive structures while fostering the development of communicative, interactive, and social skills. In addition, it benefits the child's overall development by strengthening confidence and security. For this reason, it is fundamental to apply motivating and innovative strategies to help develop oral language in children from 4 to 5 years old. The primary objective of this research is to understand the theoretical concepts related to gamification and oral language development and to determine the relationship between the two variables. This research design is pre-experimental with a quantitative approach that considered a non-probabilistic sample by convenience formed by five teachers, an experimental group of 20 children, and a control group of the same number of children, all between the ages of 4 and 5. The survey applied to educators provided positive evidence of teachers' knowledge, attitudes, and practices about gamification for oral language development. At the end of the treatment, the post-test showed that the children in the experimental group could carry out several oral activities successfully. These results demonstrated that the gamified intervention significantly affected oral language development. Keywords: game, gamification, oral language, early childhood education
- ÍtemAcceso AbiertoLa danza como estrategia pedagógica para desarrollar la motricidad gruesa en niños de preescolar(Universidad Católica de Cuenca., 2023) Falconi Chuqui , María Alejandra; Mejia Rodriguez, Israel Neptali; 0302671433