Trabajos de Titulación - Educación inicial
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Examinando Trabajos de Titulación - Educación inicial por Asesores "Curay Banegas, Edgar Rigoberto"
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- ÍtemAcceso Abierto“El dibujo infantil para favorecer el desarrollo emocional en niños de educación inicial”(Universidad Católica de Cuenca., 2024) Zhagui Vera, Viviana Nicole; Curay Banegas, Edgar Rigoberto; 0105751150The present research aims to determine the significance of children's drawing in promoting emotional development within early childhood education. The research adopts a qualitative approach, employing bibliographic analysis, description, and non-experimental, inductive-deductive methodology. Through an exhaustive literature review, epistemological foundations were developed regarding the benefits of childhood drawing in the emotional development of children. Psychoanalytic, humanistic, and sociocultural perspectives highlight the potential of scribbling and spontaneous artistic creation to access the turbulent infant psyche, strengthen attachment, convey shared emotional meanings, and stimulate multiple dimensions of development. Furthermore, a critical analysis of empirical evidence enabled the identification of several challenges hindering the adequate development of emotional skills during the preschool stage, such as difficulties in modulating intense emotions, anxiety before certain events, challenging social interaction, somatization of psycho-emotional discomfort, and deficits in assertively communicating subjective needs. Based on these findings, a methodological guide was designed and validated for kindergarten teachers, comprising 13 playful activities to apply drawing for educational purposes, promoting the identification and expression of emotions, their regulation in the face of frustration, introspection, empathy, and positive social interaction skills. The proposal represents a tangible contribution to optimizing the benefits of childhood drawing, usually neglected in contemporary parenting and early education programs, and has been validated by experts.
- ÍtemAcceso AbiertoEl juego como estrategia didáctica para el desarrollo lógico matemático en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Valdiviezo Torres, Carlos Andrés; Curay Banegas, Edgar Rigoberto; 0107146177In early childhood education, play is an invaluable resource. From this perspective, this research aims to determine the effectiveness of play as a didactic strategy for logical-mathematical development in young children. The research explores how ludic activities can improve skills such as spatial reasoning, pattern recognition, and mathematical problem-solving. This study is characterized by a qualitative approach based on literature review analysis. Information was gathered from the digital database of the Catholic University of Cuenca, including SciELO, Redalyc, RRAAE, and Scopus, which provided relevant and up-to-date information on the variables under study. The results reflect the benefits of play, and the challenges associated with implementing ludic methodologies. In conclusion, play is a highly effective didactic strategy that not only improves children's logical-mathematical skills but also supports their social and emotional development. However, to maximize its benefits, addressing challenges related to resource limitations, resistance to methodological change, and the need for teacher training is essential. The structured integration of play into the educational curriculum and the adaptation of activities to different learning styles and paces are crucial for promoting comprehensive and meaningful development in early childhood education.
- ÍtemAcceso Abierto“El juego dramático y el desarrollo de habilidades sociales en niños de educación inicial”(Universidad Católica de Cuenca., 2024) Tamayo Armijos, Allison Alejandra; Curay Banegas, Edgar Rigoberto; 0750498693This research aims to determine the importance of dramatic play in developing social skills in preschool children based on the findings obtained in the literature reviewed. The work uses a qualitative approach, bibliographic analysis, descriptive and inductive-deductive methodology, working by the file technique. Information was collected and managed from the digital databases of the Catholic University of Cuenca in Web of Science, SciELO, Redalyc, Scopus, ProQuest, Digitalia Hispánica, Editorial Magisterio Library, as well as in national and international databases where relevant and updated information was collected on the variables under study: dramatic play and development of social skills. The analyzed research reveals that, in the pre-test administered, children show a percentage between 55% and 70% of deficient development in social skills. It demonstrates a deficit in the development of the dependent variable under study. This situation was reversed after implementing the intervention programs, which led to more than 50% improvement in the skills considered. In conclusion, dramatic play is vital in children's social skills development, which is confirmed by the implementation of these activities in the different investigations, achieving considerable progress in these skills.
- ÍtemAcceso Abierto“Programa Autossori para incentivar la autonomía en niños de nivel inicial”(Universidad Católica de Cuenca., 2024) Baculima Castro, Katherine Gissela; Curay Banegas, Edgar Rigoberto; 0107154049This study, titled "Autossori Program to Encourage Autonomy in Pre-school Children," had as a study problem the low levels of autonomy observed in 4-year-old children at a local education center to perform basic activities without adult supervision. The objective was to determine the impact of the Autossori program on the development of autonomy in children from pre-school level II. The research employed a mixed approach, descriptive, bibliographic, and field analysis, with a pre-experimental design. An inductive-deductive methodology was used. Initially, the study measured the levels of dependence using a standardized scale. Then, the Autossori program was implemented for four weeks and the levels were finally measured again with the same scale to determine the effectiveness of the pedagogical intervention proposal. The theoretical framework conceptualized the fundamentals of the variables under study, Autossori Program and autonomy, based on Montessori’s ideas. It also outlined ethical considerations applicable to the development of the dependent variable. Regarding the implementation of Autossori, the results revealed encouraging partial reductions in total dependency and some increases in intermediate self-management skills, suggesting the program’s usefulness in enhancing specific adaptive capacities through active and experiential learning. In conclusion, the activities suggested in the proposal demonstrated an improvement in the children’s autonomy, thus confirming the achievement of the research’s stated objective.