Trabajos de Titulación - Extensión Cañar - Educación inicial
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- ÍtemAcceso AbiertoEstrategias didácticas para mejorar la atención en niños de nivel preescolar(Universidad Católica de Cuenca., 2023) Padilla Carabajo, Kathy Jazmin; Farez Loja , Diana Elizabeth; 0302948955The main objective of this study was to determine the didactic strategies that improve the attention of preschool children, being this level important to promote attention that will impact on the child's learning in the future. The research is descriptive, explanatory, and correlational between didactic strategies and preschool children's attention. A systematic review of the theoretical part was carried out. In addition, using an intentional sample, educational institutions of the following cantons were considered: Cañar Centro, Tambo, Suscal, and Zhud. There was a population of 40 preschool teachers to whom a 10-question questionnaire was applied and previously validated by experts in the field. The results indicated that the didactic strategies most used by teachers were songs, with 40% prevalence, followed by music and pictograms, with 20%. Also, didactic strategies that involve audiovisuals have a frequency of use of 47.5%, highlighting that 65% always use them to capture and improve children's attention. In conclusion, preschool children’s attention is improved when songs, music, and pictograms are applied as didactic strategies in a suitable physical environment. Keywords: didactic strategies, preschool level, learning, attention.
- ÍtemAcceso AbiertoEscolarización, su incidencia en el desarrollo del lenguaje oral en niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Quinteros Paguay, Daniela Patricia; Farez Loja , Diana Elizabeth; 0302650262Schooling is the process by which school-age children must access and complete the compulsory education established by each nation. A study was carried out to analyze the disparities in oral language development between children aged 3 to 4 years who are schooled and those who are not. A descriptive, qualitative-quantitative approach was adopted to understand quantitative aspects such as underlying causes. Data was collected using the Observational Developmental Scale designed by Francisco Secadas. The sample comprised 74 children divided into two groups. The first group comprised children attending school environments, while the second group encompassed non-schooled children from various socioeconomic backgrounds and inclusion programs. This differentiation made it possible to assess the impact of schooling in different contexts. The results revealed a significant relationship between schooling and the level of oral language development, showing that 43% of schooled children reached high levels of language development in contrast to 3% of their non-schooled counterparts. Despite potential limitations, such as the geographic location of the studied population, this research underscores the significance of early schooling in improving oral language in 3- to 4-year-old children. These findings highlight the need to promote schooling as a fundamental strategy to enrich language skills in the early stages of life. Keywords: schooling, development, language, school influence, children.
- 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
- 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 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
