Extensión Cañar - Educación inicial
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Examinando Extensión Cañar - Educación inicial por Materia "aprendizaje"
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- ÍtemAcceso AbiertoLa motivación docente para fomentar el aprendizaje de la lectoescritura en los niños de 5 a 6 años(Universidad Católica de Cuenca., 2023) Cungachi Santander, Mishell Estefanía; Farez Loja , Diana Elizabeth; 0302602198Teacher motivation consists of strategies and actions that educators use to influence their students during the teaching-learning process because the teacher is a generator of emotions and dynamics. This study aimed to establish the influence of educational motivation to promote the learning of reading and writing in children from 5 to 6 years old. Descriptive research with a quantitative approach was used, where a literacy test was initially applied to identify the level of learning the children had in this area. In addition, motivating didactic and play activities were carried out to promote literacy learning. After the intervention, a post-test was applied to determine the level of improvement in literacy. The results showed that the average level of literacy learning in the pretest was 48.3%; after the pedagogical intervention, 89.7% was reached in the posttest. This shows a significant improvement in this process. Based on the results obtained, it was confirmed that teacher motivation improves literacy learning because children work to achieve the proposed objectives and take the initiative to learn literacy, reflected in their commitment and contribution to the learning environment. Keywords: Motivation, learning, literacy, teacher, children.
- ÍtemAcceso AbiertoLa motivación docente para fomentar la autonomía personal en los niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Quizhpilema Solano , Sara Veronica; Farez Loja, Diana Elizabeth; 0302351473Children must feel confident to exercise their autonomy when taking risks or making decisions. The role of teacher motivation is essential to foster independence in children. For this reason, educators should generate an enabling environment through appropriate strategies that allow the development of autonomy in infants. In this sense, this research aimed to determine the incidence of teacher motivation in the development of autonomy in children from 3 to 4 years of age at E.C.E Ana Paredes de Alfaro. A cross-sectional methodology based on descriptive research with a mixed approach was used to correlate the variables. The explanatory level, bibliographic type, was applied for the theoretical foundation. In addition, a survey previously validated by experts was administered to teachers on their perceptions of motivation and its application in the classroom. In order to determine the presence of personal autonomy in children, the Secadas Observational Scale of Development was applied to the achievements attained. It was shown that teachers understand the importance of demonstrating empathy (96.6%), adapting strategies within the classroom (98%), and setting the environment (96%) to foster personal development autonomy effectively. The children’s level of autonomy achieved was 62% at the high level, indicating that the teachers' strategies have a positive impact. Keywords: teacher motivation, personal autonomy, learning, Early education 1