Trabajos de Titulación - Educación inicial
URI permanente para esta colección
Examinar
Examinando Trabajos de Titulación - Educación inicial por Asesores "Álvarez Galeano, Manuel Felipe"
Mostrando 1 - 3 de 3
Resultados por página
Opciones de ordenación
- ÍtemAcceso AbiertoLa expresión plástica como estrategia didáctica de dinamización de la psicomotricidad en la educación inicial.(Universidad Católica de Cuenca., 2024) Ramos Brito, Jorge Luis; Álvarez Galeano, Manuel Felipe; 0104743455Plastic expression is a strategy in which infants learn and acquire different skills through play and body movement, and helps the development of psychomotor skills. Therefore, a bibliographic analysis of research is conducted with an inductive-deductive methodological design through a qualitative and quantitative approach, including a description of plastic expression as a didactic dynamization strategy of psychomotor skills in early education. It is intended to achieve the objective of analyzing how education in plastic arts can potentiate psychomotor skills in early education, thus, solving this problem. Consequently, a comparison of some studies with criteria of relevance and applicability was made to serve as a basis for the didactic design, through the systematization and identification of potentiality to converge in the planning proposed by the third objective. This study leads to the conclusion that the study variables enhance various skills in the different scenarios of interaction of the child; likewise, the importance of the contact of children with the materials is observed, together with the appropriation of the techniques and the exercise of the expression of emotions, inventiveness. and perspective on their own world.
- ÍtemAcceso Abierto“La narración oral como estrategia didáctica para el desarrollo de habilidades comunicativas en niños de inicial II”(Universidad Católica de Cuenca., 2024) Chacha Nieves, Evelyn Priscila; Álvarez Galeano, Manuel Felipe; 0106206170The relevance of oral narration to stimulate expressiveness at an early age is considered due to the lack of effective strategies for developing communicative skills in preschool level II children in Ecuador. This study aims to understand how oral narration can enhance communicative skills as a didactic strategy at this educational level. The methodology was qualitative, through a literature review and analysis of 52 documents, of which 32 met the inclusion criteria. The results confirmed a minimal understanding and application of specialized oral strategies among preschool level II teachers and the lack of curricular prioritization of this dimension of language, which probably contributes to the communicative delays that a percentage of children still experience at the end of this level. Therefore, a validated guide was designed to implement oral narration in the learning environment with 12 systematic participatory activities to exercise vocabulary, narrative structures, mentalization, and communicative motivation. In conclusion, it is essential to expand Ecuadorian teachers' knowledge and the contextualized application of effective strategies -such as the ones compiled- to guarantee an enriched linguistic and relational background at an early stage, with which children can optimally face growing communicative challenges. This systematization of good practices constitutes an initial contribution in this direction.
- ÍtemAcceso AbiertoRecursos didácticos sostenibles para el desarrollo de la conciencia ecológica en preescolar(Universidad Católica de Cuenca., 2024) Barros Jara, Grace Diane; Álvarez Galeano, Manuel Felipe; 0105701569This research explores sustainable teaching resources to cultivate environmental awareness at the preschool stage. A qualitative and non-experimental approach was adopted, using a deductive-inductive methodology to collect and analyze relevant information from digital repositories. The results highlight the importance of resources with solid pedagogical foundations that promote multisensory experiences, varied didactic strategies, technological integration, and community participation to develop environmental awareness. In addition, it is emphasized that the formation of this awareness depends on exposure to nature, family and social interactions, behavioral development, and personal growth. Based on these findings, a teaching guide was designed with eight structured sessions that include objectives, procedures, resources, time frames, responsibilities, and an evaluation tool for educators to monitorprogress in developing environmental awareness in children