Trabajos de Titulación - Educación inicial
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/18
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Examinando Trabajos de Titulación - Educación inicial por Asesores "Trelles Astudillo, Hilda Josefina"
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Ítem Acceso Abierto Estrategias lúdicas para el desarrollo de la inteligencia emocional en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Pérez Rocano, Karen Julissa; Trelles Astudillo, Hilda Josefina; 0150383024This research aims to describe how playful strategies contribute to the development of emotional intelligence in children aged 4 to 5 years. At this stage, emotions play a key role in character formation, socialization, and the child's overall well-being. In this context, playful strategies constitute a fundamental pedagogical tool; as play enables children to identify, express, and regulate their emotions and develop empathy and social skills. The study follows a qualitative, documentary, and bibliographic approach, based on the analysis of secondary sources attained from digital repositories. Information was collected by reviewing articles on playful strategies and emotional intelligence in children under 6 years old, found in digital repositories such as Google Scholar, SciELO, and Redalyc. The analysis focused on role-playing games, storytelling, artistic activities, cooperative activities, relaxation, and dramatization. The contributions from various studies demonstrate that playful activities have a positive impact on emotional self-regulation, self-esteem, group interaction, and conflict-resolution skills. It is also evident that the active participation of teachers and parents is crucial in supporting the child's emotional development. As a final product, a pedagogical proposal titled "Small Emotions, Big Learnings" was designed. It includes 10 structured playful activities adapted to the developmental level and real-world context of children. In conclusion, playful strategies are an effective means to strengthen the development of emotional intelligence.Ítem Acceso Abierto La danza para favorecer la coordinación motora en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Toledo Guayllazaca, Daniela del Rocio; Trelles Astudillo, Hilda Josefina; 1401039357The practice of dance within psychomotor development stimulates specific motor skills, including balance, coordination, and laterality. As a pedagogical strategy, it aligns with the theories of Jean Piaget, Lev Vygotsky, and Jerome Bruner, as this practice involves motor, cognitive, and social domains, fostering the development of essential skills for comprehensive growth and individual and collective learning. This research employs a qualitative and descriptive approach, aiming to determine the importance of dance in strengthening motor coordination in children aged 4 to 5 years. Information was collected from digital sources, using a systematic review sheet as a technique. Fourteen articles were analyzed through the inductive-deductive method, and the data were organized and categorized using comparative tables. The results show that dance, when implemented as a teaching strategy, significantly contributes to improving children's motor skills, including balance, spatial orientation, lateralization, and postural control. Furthermore, it fosters socio-emotional growth, creativity, and self-expression through rhythmic and expressive movements. It is concluded that dance should not be considered merely as a recreational activity, but as a valuable pedagogical tool for stimulating children's holistic growth. Finally, as a contribution of this research, a pedagogical proposal was design for 5-year-old children to promote the development of motor coordination.Ítem Acceso Abierto La equinoterapia para desarrollar la psicomotricidad en niños de inicial con síndrome de Down(Universidad Católica de Cuenca., 2024) Pacheco Pozo, María Paula; Trelles Astudillo, Hilda Josefina; 0302501895Children with Down Syndrome face significant difficulties and challenges in the area of psychomotor skills; low muscle tone or hypotonia is characteristic of this condition. They have limited resistance to stretching, and their muscles are usually flaccid, affecting coordination and motor control. This research aims to evaluate the impact of equine therapy on the psychomotor development of 4-5-year-old children with Down Syndrome. Equine therapy takes advantage of the natural qualities of horses and is used in treating people with disabilities. This technique provides dynamic support, enabling individuals to coordinate and control their movements, improving their physical, emotional, and cognitive development. Equine therapy and psychomotor skills are intrinsically related since both therapeutic interventions aim to enhance the overall development of children with Down syndrome. The information for this study was gathered from digital databases of the Catholic University of Cuenca and platforms such as Google Academic, Redalyc, and SciELO. The research reviewed on this topic shows that equine therapy favors progress in psychomotor development by strengthening the human-animal bond. The findings indicate that equine therapy significantly improves in gait, movement, balance, coordination, and muscle tone while enhancing emotional development and self-esteem in children with Down Syndrome. This comprehensive therapy effectively addresses key aspects of gross and fine motor skills, benefiting the psychomotor development of these children.
