Educación inicial
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Examinando Educación inicial por Asesores "Matute Guzman, Carmen Viviana"
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- ÍtemAcceso AbiertoLos títeres como estrategia para desarrollar la expresión oral en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Quintuña Jarama, Christian Adrian; Matute Guzman, Carmen Viviana; 0107154932This research examines the use of strategies to develop oral expression through puppets, a tool that is seldom used by early education teachers, affecting verbal expression and, in turn, school performance. Therefore, the general objective is to determine the impact generated by using puppets as an effective strategy for developing oral expression in early childhood education. The methodology used is a descriptive qualitative approach based on a documentary bibliographic analysis to theoretically describe the study’s objective. The results indicate that puppets are an integral tool for development, improving communication and language, fostering creativity and imagination, emotional and social development, active participation, promoting inclusion and diversity, and facilitating the learning of abstract concepts. Thus, it is concluded that this strategy requires easy implementation and is adaptable to different educational contexts and needs.
- ÍtemAcceso AbiertoTecnologías aumentativas y alternativas para el desarrollo de habilidades comunicativas en niños con autismo de preescolar(Universidad Católica de Cuenca., 2024) Ugarte Niola, Iris Mell; Matute Guzman, Carmen Viviana; 0750751232This research addresses the issue of communication difficulties in children with Autism Spectrum Disorder (ASD), which affects their academic performance and participation in educational settings. This study aims to evaluate the impact of Augmentative and Alternative (AAC) technologies on the development of communication skills in this population. The methodology is based on a qualitative approach, using inductive-deductive methods for data collection and analysis. A literature review was conducted, selecting relevant studies published between 2020 and 2024, with 11 articles analyzed. The study population includes preschool-aged children at high risk for ASD, with sample sizes ranging from 3 to 66 participants. The main results indicate that 77.8% of the studies analyzed used experimental designs, with AAC being the most common strategy. It was reported that 80% of the children showed significant interest in AAC resources, suggesting an improvement in their linguistic and social development. However, 60% of teachers acknowledged their lack of knowledge about AAC, which limits its effective implementation. In conclusion, the study highlights the importance of implementing AAC tools to improve communication in children with ASD while stressing the need to train teachers in their use to maximize the positive impact on learning and social integration of these children.