Extensión Cañar - Educación inicial
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Examinando Extensión Cañar - Educación inicial por Asesores "Mejia, Israel"
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- ÍtemAcceso AbiertoAutoestima y contexto familiar : Factores de riesgos(Universidad Católica de Cuenca., 2021) Bermejo Lema, Noemi Valeria; Mejia, Israel; 030271575-0Abstract Self-esteem is defined as the subjective evaluation of the value of oneself as a person, one's perceived capacity or competence in comparison with one's aspirations in important domains. The family is the protective entity and matrix of psychosocial development, in addition, it transmits the culture so that the child has the basis for high self-esteem and self-realization, that is why the family context plays a key role in childhood for the development of self-esteem and adaptation. The objective of this research was to determine the factors associated with the family context that improve self-esteem in early childhood education children, to do this, a systematic review was carried out based on the PRISMA method. The initial search was carried out in the digital databases of UCACUE and Google Scholar, identifying 1705 original articles; after the selection of titles and abstracts, 125 full-text articles were retrieved and their eligibility was evaluated: thirty articles met the review criteria. According to the literature review papers, it was found that parental warmth, economic security, and a father's presence positively predict a child´s self-esteem. Keywords: self-esteem, family, early education, systematic review
- ÍtemAcceso AbiertoLa estimulación de la psicomotricidad, como potencializador del desarrollo cognitivo del infante de 3 a 4 años(Universidad Católica de Cuenca., 2022-08-06) García Andrade, Laura Mishel; Mejia, Israel; 035014868-0ABSTRACT This research focuses on the importance of an appropriate psychomotor stimulation that allows a good cognitive development in 3 to 4 year old children, standing out that in their first years of life they begin to recognize their skills and abilities and also to socialize with the surrounding environment. On the other hand, by means of the game they can synchronize more easily their thoughts with movements and body parts and they begin to catch, store, and remember information by matching images. To carry out this research, several bibliographic sources related to the raised topic were used and a total of 22 studies between then 2017 and 2022 year were identified. It has been possible to highlight the results in each one of them allowing to know the methods to recognize the progress in the child´s cognitive development both inside or outside their homes, the use of materials and the teacher´s planning activities, and personality tests to identify the most important trait which are placed according to their level of progress. Finally, with an appropriate psychomotor child´s maturity, he/she will not have problems to put into practice what he/she has learned, and improve his/her memory, language and movements. Keywords: psychomotor stimulation, cognitive development, planning, skills, personality test.
- ÍtemAcceso AbiertoEstrategia de estimulacion para el desarrollo del lenguaje oral en niños de 3 a 4 años(Universidad Católica de Cuenca., 2022-09-08) Caguana Yunga, Rosa Alexandra; Mejia, Israel; 030235961-7ABSTRACT The present study, entitled “Stimulation strategies for the development of oral language in children from 3 to 4 years of age”, aims to describe how the stimulation process for the oral language acquisition is developed in children at the initial level since it is through oral language that we can communicate and exchange information. Communication starts with the baby’s crying and imitation of sounds until reaching the reproduction of words. Children develop their first forms of expression within the family, then, the school is responsible for consolidating them since they are a stimulus for coexistence. The research approach was qualitative, and the objective was to identify the main stimulation strategies for oral language development in children aged 3 to 4 years. A review of academic and scientific paper from 2017 to 2022, all related to the topic, was conducted. It has been shown that stimulation from an early age in children allows the development of appropriate oral language for their age. It can be concluded that, with the application of a structured program that meets the children’s needs, they can develop their oral language and communication skills. Keywords: oral language, strategies, stimulation, children, teachers
- ÍtemAcceso AbiertoEstrategias metodológicas y educación virtual para el subinicial dos: tiempos de Covid(Universidad Católica de Cuenca., 2021-06-12) Quizhpi Quiroz, Fanny Marlene; Mejia, Israel; 030261960-6ABSTRCT A series of factors that help to obtain significant learning is proposed within the research process; thus, methodological strategies employed by preschool teachers during online education are among these. The scientific article dealt whit the methodological strategies utilized by the teachers and parents from the Semiprivate Educational Unit “Mariana de Jesus “at the nursery level through e-learning in times of pandemic as a result of the Covid 19. Hence, it was determined that methodological strategies are the methods used by the teachers to reach the child in a very dynamic way and obtaining significant learning, by doing this, the infant will develop their abilities and skills in a better way, gradually improving in the educational and formative field. A sample comprised of 3 teachers and 57 parents to whom a survey was to know the methodological strategies and e-learning education was applied. the objectives of this survey was to know the methodological strategies for teachers from the nursery level at the Semiprivate Educational Unit “Mariana De Jesus”. It has been established that teachers have a good methodological strategy when teaching a class, heavily relying on the information and communication technologies (ICT)such as digital platforms and applications. Keywords: learning, Covid-19, e-learning, methodological strategies, ICT
- ÍtemAcceso AbiertoJuegos ancestrales en el desarrollo de la psicomotricidad infantil en los niños de educación inicial(Universidad Católica de Cuenca., 2022-09-25) Tenemaza Simbaina, Maria Cristina; Mejia, Israel; 030274291-1ABSTRACT This research focuses on the influence of ancestral or traditional games for developing children’s psychomotor skills at initial education. Ludic activities such as hide-and- seek, blind man’s buff, hopscotch, sack race, rope game, wheelbarrow, and spinning top games are resources that, when used in the classroom, would be determining factors for psychomotor development based on what has been shown. The research had a qualitative approach and the objective of this study was to identify the existing relationship between the application of ancestral games and the psychomotor skills development in children in early education. To do this, we carried out a systematic bibliographic review of 18 studies from 2017 to 2022 wich allow the subject matter under study. The results show that there is a direct relationship between the use of ancestral or traditional games and the psychomotor skills development. It is concluded that teachers must include these games in their educational work as it has effectively been show their influence on learning, integral development, and the consolidation of the psychomotor area. Keywords: ancestral or traditional games, psychomotor, skills, children, teachers, learning
- ÍtemAcceso AbiertoProceso de aprendizaje de la lecto escritura en el desarrollo lingüístico en niños de inicial II(Universidad Católica de Cuenca., 2021-10-16) Chimborazo Dutan, Rosa Amelia; Mejia, Israel; 030170163-7ABSTRACT This research aimed to determine creativity in learning to read and write and its interrelationships with children's linguistic development, a systematic review was carried out to synthesize evidence of nurses experiences during a pandemic or epidemic. The PRISM systematic review report checklist was used as the basis for informing the review. The searches yielded a total of 75 citations of which 10 were doubled, the remaining 65 citations were selected based on their relevance according to title and abstract These papers references were analyzed; however, no new papers were identified. Twenty out of the 65 papers did not meet the inclusion criteria and therefore, they were excluded. A total of 12 articles were evaluated and included in the final review. The analysis of the results showed the great importance of literacy in language development. Policymakers interested in fostering literacy skills should focus on more than the existence of handwriting instruction and ensure that teachers have access to preparatory and in-service training to learn the full range of writing skills that children should develop to meet the goal for language development. Keywords: prism, reading, writing, linguistic.
- ÍtemAcceso AbiertoRecursos creativos para la mejora de la motricidad fina en niños del subinicial uno(Universidad Católica de Cuenca., 2021-11-06) Chimbo Paguay, Martha Yolanda; Mejia, Israel; 030264010-7Introduction; Fine motor skills stimulation is a process that must initiate in the mother’s womb, then, the stimulating actions must begin within the family and be supported a educational institutions, being the sublevel one a key stage to promote spaces and resources that contribute to its respective development or improvement Objective: To determine the importance of creative resources to improve fine motor skills are at the preschool leve. Methodology: The study was conducted under an explanatory level, based on the deductive and analytical method, and supported by several theoretical foundations. The population was comprised of 13 teachers working in educational institutions where the nurcery level in available within the cantonal head of Cañar, a survey designed by 13 closed-ended questions was applied to them after the corresponding validation, obtaining data that once they were analyzed and appropriately tabulated, allowed answering the questions posed Results. 54% of teachers mentioned that the materials used in the classroom are the main aspect that influences the development of fine motor skills. 46% of the materials used are printed, 31% are audiovisual and 23% are tangible. 69 of teachers mentioned not having received any training on creative resources. Conclusions: Creative resources must allow the infant to strengthen his autonomy regarding the developmet of his fine motor skills Keywords: education. preschool, sublevel one, creative resources, fine motor skills.