Trabajos de Titulación - Educación inicial
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/18
Examinar
Examinando Trabajos de Titulación - Educación inicial por Asesores "Curay Banegas, Edgar Rigoberto"
Mostrando 1 - 4 de 4
- Resultados por página
- Opciones de ordenación
Ítem Acceso Abierto El juego cooperativo para el desarrollo de la autonomía en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Marín Piña , Rosa Marilyn; Curay Banegas, Edgar Rigoberto; 1400882302This research focuses on cooperative games as a fundamental strategy to promote autonomy in children aged 4 to 5 years, a crucial stage for children’s comprehensive development. The main objective was “To determine the importance of cooperative games in the development of autonomy in children aged 4 to 5 years.” Autonomy is understood as the capacity of children to make decisions, solve problems, and act independently in their environment. To achieve this purpose, a qualitative, descriptive, and bibliographic study was conducted, employing both deductive and inductive methods to analyze and synthesize relevant information. The research included a systematic literature review of academic databases from the Catholic University of Cuenca, with a special emphasis on indexed journals such as SciELO and Redalyc, among other recognized sources. The results show that cooperative games not only foster the development of cognitive, emotional, and social skills but also enhance essential competencies, including self-regulation, teamwork, and empathy. Based on these findings, an educational proposal that incorporates cooperative play activities aimed at stimulating autonomy from a participatory and inclusive approach was designed, promoting integration and respect among children. In conclusion, cooperative games are consolidated as an effective pedagogical tool that, when systematically integrated into the teaching-learning process of early education, contributes significantly to the formation of independent, confident, empathetic children capable of actively participating in their social environment.Ítem Acceso Abierto El uso de la tecnología para fomentar la lectura en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Ortiz Serrano, Ivette Estefania; Curay Banegas, Edgar Rigoberto; 0107357410This research aimed to "determine the contributions of using technology to promote reading in children aged 4 to 5 years, through the analysis of recent studies, in order to generate an educational intervention proposal." The study followed a qualitative, descriptive approach with a non-experimental design, based on the review and analysis of current bibliographic sources. The results show that incorporating technological resources such as educational video games, interactive platforms (LEO, Liveworksheets), digital books, augmented reality, and gamification tools, contributes significantly to the development of reading habits. These tools allow for personalized learning, stimulate various sensory channels, and improve children's motivation towards reading. Likewise, common problems were identified, such as difficulties in pronunciation, auditory discrimination, short-term verbal memory, and fine motor coordination. In light of these findings, an educational intervention proposal was developed using platforms like Wordwall, Educaplay, and the game "Learn to Read with Grin," structured into two modules with activities focused on vowels, syllables, and simple words. It is concluded that the strategic use of technology, along with appropriate methodologies and trained teachers, can positively transform the reading process in early childhood, provided that equitable access to resources and pedagogical support is ensured.Ítem Acceso Abierto Juego simbólico en el desarrollo de habilidades sociales en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Fajardo Reinoso , Cecibel Abigail; Curay Banegas, Edgar Rigoberto; 0107127425This research aims to determine the contributions of symbolic play to the development of social skills in children aged 4 to 5 years, through the analysis of recent research, in order to generate an educational intervention proposal. The research follows a qualitative approach, is descriptive in nature, and relies on a literature review. A deductive-inductive method was used in its development, analyzing scientific articles and documents obtained from digital databases of the Catholic University of Cuenca, including SciELO, Redalyc, Scopus, Taylor & Francis, and Dialnet, among others. The search was conducted using keywords and applying inclusion and exclusion criteria based on factors such as time frame, reliability, and validity. The results revealed that symbolic play is an essential and multifaceted catalyst for enhancing skills such as communication, cooperation, empathy, problem-solving, and resilience. Additionally, an educational intervention proposal was developed to promote the development of social skills in children aged 4 to 5 years through symbolic play. This proposal was validated by expert judgment, with the collaboration of three qualified professionals. The research confirms that symbolic play has a fundamental role in the development of social skills in children aged 4 to 5 years. The findings from the rigorous review of recent scientific sources show that symbolic play not only fosters the development of social skills but also contributes to the child's holistic development.Ítem Acceso Abierto Los juegos sensoriales para el desarrollo cognitivo en los niño de 4 a 5 años(Universidad Católica de Cuenca., 2025) Jiménez Vicente , Keyko Janeth; Curay Banegas, Edgar Rigoberto; 1150367637During observations made in early educational centers in the city of Cuenca, difficulties in attention, following instructions, and logical thinking were identified in children. Although didactical resources were available, traditional activities do not sufficiently motivate children or favor their comprehensive development. In this context, sensory games are presented as an effective pedagogical strategy to naturally and playfully stimulate the basic cognitive functions. This research aims to determine the contribution of sensory games in the cognitive development of children aged 4 to 5 years. The study used a qualitative approach with descriptive scope, based on a systematic review of academic sources on the subject under study, published within the last five years. Techniques such as the index card method and the organization of an information matrix were used to determine categories of analysis. The results show that sensory games strengthen cognitive areas, including attention, memory, perception, reasoning, and language, thereby promoting meaningful and multisensory learning. Additionally, the main cognitive issues at this stage were identified, underscoring the importance of early detection and intervention. Finally, a pedagogical proposal is designed based on structured sensorial games adapted to the children’s developmental level, which proved effective in enhancing their cognitive development. In summary, sensory games are a fundamental tool for improving learning and the active participation of children in their educational environment.