Educación inicial
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Examinando Educación inicial por Asesores "Trelles Astudillo, Hilda Josefina"
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- ÍtemAcceso Abierto“La estimulación temprana en el desarrollo psicomotor de los niños de 0 a 2 años”(Universidad Católica de Cuenca., 2024) Romero Zumba , Naydelinne Nayeli; Trelles Astudillo, Hilda Josefina; 0707337515The lack of early stimulation in children causes various problems in physical, cognitive, emotional, social, and language development. Early stimulation is fundamental in early childhood because it provides enriching experiences in psychomotor development. This research aims to determine the contribution of the scientific literature on early stimulation for the psychomotor development of 0 to 2-year-old children. To achieve this goal, a literature review was conducted in the Digital Database of the Catholic University of Cuenca, in the repositories of Google Scholar, SciELO, Redalyc, Web of Science, and Dialnet. Fifteen scientific articles on early stimulation and psychomotor skills were identified, and only six were selected because they directly relate to this research topic. The main findings are improving and favoring motor and cognitive skills in child development through early stimulation, contributing to the development of the socioemotional area through the integration of playful practices, sensory stimulation, and affective interaction, and promoting critical elements for developing psychomotor skills in early childhood. Likewise, the combination of sensory stimulation techniques, games and ludic activities, gross and fine motor stimulation exercises, social and affective interaction, and the adequate use of didactic material emerge as an integral approach to enhance motor and cognitive development during early childhood. At the end of this research, a pedagogical proposal is presented with early stimulation techniques for the psychomotor development of 0 to 2-year-old children.
- ÍtemAcceso Abierto“La grafomotricidad para el desarrollo de la preescritura en niños de 4 a 5 años”(Universidad Católica de Cuenca., 2024) Jara Peñaloza, Joseline Andrea; Trelles Astudillo, Hilda Josefina; 0150893451Preschool programs often lack sufficient focus on developing graphomotor skills at the early level, hindering prewriting learning. Graphomotor skills are fundamental in preparing 4- to 5-year-old children for formal writing. During this crucial prewriting phase, graphomotor activities contribute to developing fine motor skills, visual-motor coordination, and visual perception. This study aimed to analyze the research findings on the impact of graphomotor skills on prewriting development in 4- to 5-year-old children. A search for information on scientific articles and doctoral and master's theses published in high-impact journals was conducted in the digital database of the Catholic University of Cuenca, in the repositories Scopus, Redalyc, Dialnet, SciELO, Web of Science, and Google Scholar. Fifteen articles were identified, and nine were selected, from which a thorough analysis was made. The result showed that children who engage in activities designed to enhance graphomotor skills reached outstanding achievement in both graphomotor skills and prewriting, and progress was evidenced in graphomotor skills linked to prewriting. Conclusions: Among the main precursor areas for prewriting is the motor domain, specifically visual-motor coordination and fine motor skills. These skills enable children to manipulate the graphic instrument to produce controlled strokes essential for prewriting tasks. Graphomotor skills focus on developing and improving the fine motor skills and visual-motor coordination necessary for writing.
- ÍtemAcceso Abierto“La pintura para desarrollar psicomotricidad fina en niños preescolares con trastorno del espectro autista”(Universidad Católica de Cuenca., 2024) Quituisaca Tacuri, Mayra Fernanda; Trelles Astudillo, Hilda Josefina; 0106306491Children with Autism Spectrum Disorder (ASD) face problems and challenges in developing fine motor skills. This can vary in intensity and manifestation from child to child, and the most common challenge is hand-eye coordination. This research aims to assess the contribution of the scientific literature regarding the use of painting in developing fine psychomotor skills in preschool children with ASD. This is a literature review with an exploratory and descriptive approach. The data were collected from repositories such as Google Scholar, SciELO, Redalyc, Web of Science, and Dialnet, and the following results were obtained: Dactyl painting has a significant impact on developing fine motor skills and encourages the development of imagination and creativity. It also facilitates the mastery of balance, motor coordination control, and spatial-temporal orientation. It was concluded that painting improves motor skills, particularly hand-eye coordination, social participation, strength stimulation, muscular flexibility, finger precision control, body awareness, precision in fine movements, and emotional expression. The most effective strategies to improve fine motor skills with the use of painting as a pedagogical strategy include finger painting, the use of brushes and sponges, painting with unconventional objects, painting in different positions, painting outdoors, corporate painting games, exploration of colors and textures, and the creation of patterns and shapes.