Trabajos de Titulación - Extensión Cañar - Educación inicial
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Ítem Acceso Abierto Estrategias pedagogicas y desarrollo del lenguaje en niños de inicial(Universidad Católica de Cuenca., 2021) Bermeo Quindi, Catalina Alexandra; Garcia, Darwin; 035007284-9Abstract Pedagogical Strategies (PS) are defined as a set of procedures carried out by educators with the purpose of facilitating learning and enhancing the different dimensions of children's development. Language is fundamental for the progress of children during the first years of life, that is, early childhood. This stage constitutes a critical and sensitive phase due to rapid mental, physical and emotional growth and development, and since different types of skills may emerge. The objective of this study was to identify the PDs that influence language development in early childhood education children. In this sense, it was carried out a systematic review of scientific articles corresponding to the last five years in English and Spanish related to the topic of study; it was used Mendeley software to extract information such as authorship and years of publication. It was concluded that four PDs contribute to language development in children: cognitive, metacognitive, ludic and technological, while the most recommended pedagogical tools are games, literature, art and exploration of the environment. ICTs according to the new digital era should be implemented as an indispensable resource to promote meaningful learning. Keywords: pedagogical strategies, language development, early education.Ítem Acceso Abierto Participación familiar y sus beneficios en el aprendizaje de los niños de subinicial dos(Universidad Católica de Cuenca., 2021) Benavidez Ojeda ,María José; Garcia, Darwin; 030262357-4Appropriate family participation during the preschool stage guarantees a proper integral development necessary for the infant's insertion into the National Educational System. This study was conducted under an explanatory level based on the deductive and analytical methods, and it was supported by different theoretical foundations. The population consisted of teachers who work in educational institutions where sub-initial two is offered within the cantonal capital of El Tambo. After a respective validation, a closed questions survey was applied to the teachers obtaining data that after being analyzed and tabulated allowed to answer the questions posed. In general, it is showed that 71% of teachers mention that parents sometimes cooperate with the institution commitments; 57% of parents are concerned about their children´s performance only at the end of a mid-term. Finally, it is clear that school and family participation is key to guarantee integral development since in both contexts the child can develop significant experiences for the consolidation of its physical, affective, cognitive, and psychosocial dimensions. Keywords: education, learning, sub-initial two, preschool children, family participationÍtem Acceso Abierto Autoestima y contexto familiar : Factores de riesgos(Universidad Católica de Cuenca., 2021) Bermejo Lema, Noemi Valeria; Mejia, Israel; 030271575-0Abstract Self-esteem is defined as the subjective evaluation of the value of oneself as a person, one's perceived capacity or competence in comparison with one's aspirations in important domains. The family is the protective entity and matrix of psychosocial development, in addition, it transmits the culture so that the child has the basis for high self-esteem and self-realization, that is why the family context plays a key role in childhood for the development of self-esteem and adaptation. The objective of this research was to determine the factors associated with the family context that improve self-esteem in early childhood education children, to do this, a systematic review was carried out based on the PRISMA method. The initial search was carried out in the digital databases of UCACUE and Google Scholar, identifying 1705 original articles; after the selection of titles and abstracts, 125 full-text articles were retrieved and their eligibility was evaluated: thirty articles met the review criteria. According to the literature review papers, it was found that parental warmth, economic security, and a father's presence positively predict a child´s self-esteem. Keywords: self-esteem, family, early education, systematic reviewÍtem Acceso Abierto La estimulación temprana en el desarrollo del aprendizaje en niños de inicial dos(Universidad Católica de Cuenca., 2021) Guallpa Cela, Nube Rocío; Garcia, Darwin; 030290212-7The development of the different capacities of the human brain requires stimuli such as sounds, movements and images promoted from the very moment of birth. In this sense, Early Stimulation (ES) serves as a basis to enhance the physical, cognitive and psychosocial notions that guarantee that a teaching/learning process is carried out effectively. Under this premise, the present research arises with the objective of determining the incidence of early stimulation in the learning development of children in Pre-school II. The study was developed under an explanatory level, of bibliographic type, descriptive design and qualitative approach, making use of the deductive and analytical method that allowed analyzing different theoretical supports obtained from several sources of information duly referenced. It is observed that, at the Latin American level, Educational Systems have promoted ES from the preschool level, since they contemplate that all the experiences developed by individuals from the very moment of their birth are maintained throughout their life cycle, enhancing the development of cognitive, linguistic, motor and social functions. Finally, ES involves the execution of various graphic, bodily, ludic and language interventions that help train and stimulate the child's brain. In addition, it is a process that facilitates the diagnosis of any learning difficulty; therefore, an incorrect ES, influences the children of Initial II to be dependent, lacking imagination, creativity and imagination, becoming simple repeaters of information. Keywords: education, preschool, sublevel two, family participationÍtem Acceso Abierto Estrategias metodológicas y educación virtual para el subinicial dos: tiempos de Covid(Universidad Católica de Cuenca., 2021-06-12) Quizhpi Quiroz, Fanny Marlene; Mejia, Israel; 030261960-6ABSTRCT A series of factors that help to obtain significant learning is proposed within the research process; thus, methodological strategies employed by preschool teachers during online education are among these. The scientific article dealt whit the methodological strategies utilized by the teachers and parents from the Semiprivate Educational Unit “Mariana de Jesus “at the nursery level through e-learning in times of pandemic as a result of the Covid 19. Hence, it was determined that methodological strategies are the methods used by the teachers to reach the child in a very dynamic way and obtaining significant learning, by doing this, the infant will develop their abilities and skills in a better way, gradually improving in the educational and formative field. A sample comprised of 3 teachers and 57 parents to whom a survey was to know the methodological strategies and e-learning education was applied. the objectives of this survey was to know the methodological strategies for teachers from the nursery level at the Semiprivate Educational Unit “Mariana De Jesus”. It has been established that teachers have a good methodological strategy when teaching a class, heavily relying on the information and communication technologies (ICT)such as digital platforms and applications. Keywords: learning, Covid-19, e-learning, methodological strategies, ICTÍtem Acceso Abierto Estrategias metodológicas para estimular la creatividad en niños de subinicial dos(Universidad Católica de Cuenca., 2021-07-12) Rodríguez Ortiz, Cinthya Estefanía; Garcia, Darwin; 030296046-3Abstract A child's creativity begins at early childhood and it settles during adolescence, this period is fundamental inasmuch as the children's creativity starts, they will develop critical thinking through several strategies promoted by teachers. This study was aimed to determine the methodological strategies for the progress of creativity at the preschool sublevel two children. The study group was made up through a documentary and field research. For the sample, 19 teachers from El Tambo Canton and its surroundings were considered as the study group, they responded to a virtual survey on Google Drive related to the health emergency for the "COVID" 2019 virus. The results obtained were tabulated and analyzed by using the SPSS software, they show that the majority ofteachers apply different strategies such as games to develop creativity in a large percentage. In the end, the need for a substantial change in what to do as a teacher and the application of new strategies in classrooms is established, to significantly develop the children's creativity. Keywords: methodology, strategies, creativity, training, meta-analysisÍtem Acceso Abierto La sobreprotección de los padres en el desarrollo social de los niños de inicial dos(Universidad Católica de Cuenca., 2021-09-16) García Mayancela, Luis Alejandro; Garcia, Darwin; 035033337-3ABSTRACT This study aimed to determine the effects of overprotection on the infants' social skills at preschool level two,this study was carried out in an ethnically diverse population. Interviews with parents of preschool sublevel two children were conducted. The research study group was selected by using the simple ramdom sampling method which is one of the likelihood sampling methods. The participants in the research answered online due to the health emergency for the “COVID” 2019 virus. As a result of this type of study, it is showed that parental styles affect positively and significantly. With regard to this, although overprotective and oppressiv-authoritarian parenting styles affect negatively, no significant differences were found. Lastly, the findings guide to help in designing prevention messages and increase the likelihood that they will resonate with parents' views and experiences so that safety creativities and strategies are perceived as sensitive to children's developmental needs. Keywords: overprotection, skills, experiences, strategiesÍtem Acceso Abierto Estrategias didácticas para la mejora de la atención en niños del subinicial 2(Universidad Católica de Cuenca., 2021-09-18) Mendieta Calle, Dolores Zenaida; Farez Loja, Diana Elizabeth; 190083316-9Abstract Didactic strategies in education are important because they are a key point to achieve the proposed objectives, making the teaching-learning process more dynamic, effective, constructive and meaningful, by means of them it is possible to achieve the goals in an efficient way innovating at all times. Consequently, it is decided to describe the didactic strategies for the improvement of attention in children of sub-initial 2. It was carried out through a literature review based on a qualitative approach, which allowed selecting 22 publications between the years 2016-2017. The results showed that the main didactic strategies that improve attention in children of sub-initial 2 were the game, texts, printed stories, learning support resource where natural environments are used, gamification because it could provide a partial solution to the decline in motivation and engagement of students facing the school system today. In conjunction with computer resources supported by ICT that include the use of video games, music, working audiovisual resources to awaken visual and auditory attention. In conclusion, it is mentioned that the use of didactic strategies in the classroom has gained great importance in the educational field for being an element that makes a difference in the leaming processes. The didactic strategies used to improve attention in children integrate the cognitive, affective, physical and social aspects, providing a harmonious development and raising the level of leaming. Keywords: didactic strategies, school system, sub-initial 2.Ítem Acceso Abierto Uso de las TIC y aprendizaje significativo en educación inicial: Recurso árbol ABC.(Universidad Católica de Cuenca., 2021-10-08) Santader Castillo, María Angélica; Farez Loja, Diana Elizabeth; 060623260-1Abstract Initial education belongs to the human-development focus and continuing education. The study objective was to establish the use of the ICT into the significant learning in the initial education, through the use of the ABC Tree tool. Accordingly, a quantitative descriptive and bibliographic design was used. When the assessment too was applied to the teachers, it showed that there is a 94,4% of high-positive influence whenever the ABC Tree tool is used, due to the significant learning in initial education, where there seems to be a high efficiency with such a type of program, which allows children to build up their own learning and endowing them with significance. In conclusion, the ICT are tools and construction materials to facilitate learning, and therefore, the development of several skills and abilities. Keywords: ICT, significant learning, software, ABC Tree tool.Ítem Acceso Abierto Proceso de aprendizaje de la lecto escritura en el desarrollo lingüístico en niños de inicial II(Universidad Católica de Cuenca., 2021-10-16) Chimborazo Dutan, Rosa Amelia; Mejia, Israel; 030170163-7ABSTRACT This research aimed to determine creativity in learning to read and write and its interrelationships with children's linguistic development, a systematic review was carried out to synthesize evidence of nurses experiences during a pandemic or epidemic. The PRISM systematic review report checklist was used as the basis for informing the review. The searches yielded a total of 75 citations of which 10 were doubled, the remaining 65 citations were selected based on their relevance according to title and abstract These papers references were analyzed; however, no new papers were identified. Twenty out of the 65 papers did not meet the inclusion criteria and therefore, they were excluded. A total of 12 articles were evaluated and included in the final review. The analysis of the results showed the great importance of literacy in language development. Policymakers interested in fostering literacy skills should focus on more than the existence of handwriting instruction and ensure that teachers have access to preparatory and in-service training to learn the full range of writing skills that children should develop to meet the goal for language development. Keywords: prism, reading, writing, linguistic.Ítem Acceso Abierto Recursos creativos para la mejora de la motricidad fina en niños del subinicial uno(Universidad Católica de Cuenca., 2021-11-06) Chimbo Paguay, Martha Yolanda; Mejia, Israel; 030264010-7Introduction; Fine motor skills stimulation is a process that must initiate in the mother’s womb, then, the stimulating actions must begin within the family and be supported a educational institutions, being the sublevel one a key stage to promote spaces and resources that contribute to its respective development or improvement Objective: To determine the importance of creative resources to improve fine motor skills are at the preschool leve. Methodology: The study was conducted under an explanatory level, based on the deductive and analytical method, and supported by several theoretical foundations. The population was comprised of 13 teachers working in educational institutions where the nurcery level in available within the cantonal head of Cañar, a survey designed by 13 closed-ended questions was applied to them after the corresponding validation, obtaining data that once they were analyzed and appropriately tabulated, allowed answering the questions posed Results. 54% of teachers mentioned that the materials used in the classroom are the main aspect that influences the development of fine motor skills. 46% of the materials used are printed, 31% are audiovisual and 23% are tangible. 69 of teachers mentioned not having received any training on creative resources. Conclusions: Creative resources must allow the infant to strengthen his autonomy regarding the developmet of his fine motor skills Keywords: education. preschool, sublevel one, creative resources, fine motor skills.Ítem Acceso Abierto Arte musical y desarrollo de la creatividad en niños de preescolar(Universidad Católica de Cuenca., 2021-11-13) Mainato Zaruma, Zoila Mercedes; Farez Loja, Diana Elizabeth; 030290251-5ABSTRAC This research study aimed to relate art and creativity in children´s learning who attend preschool. To do this, it was considered the application of the Torrance Circle Test to detect the levels of creativity that children show at an early age. The same test that includes components such as fluency, flexibility, originality and the elaboration of creative thinking in the youngest ones, with the result that 70% of the children have an outstanding level of creativity. For musical art, a survey was applied to teachers of preschool levels to find out if they applied musical strategies in their classes, obtaining as a result that 91% of theacher apply musical art to develop learning in children, which shows a clear relationship between the variables. It can be concluded that musical art is an enriching and potentiating tool for creativity in children and the more it is used at an early age, the better results will be ovtained in the development of learning, therefore, it can be recommended to establish pedagogical strategies with a musical component to be used in preschool. Keywords: musical art, creativity, PreschoolÍtem Acceso Abierto Factores que inciden en el desempeño docente en la educación virtual en preescolar(Universidad Católica de Cuenca., 2021-12-03) Encalada Padilla, Irene Nathaly; Farez Loja, Diana Elizabeth; 030290323-2ABSTRACT This article was developed to determine the factors that influence teaching performance in virtual education at preschool. To do this, a population of 21 teachers was utilized as a sample. A descriptive quantitative research level with a bibliographic design was used. When applying the survey to teachers, it was observed that the factor with the highest incidence in teaching performance (38.1%) was the use of technological tools. Another relevant factor was the didactic materials adapted to a virtual environment with 28.6%; at the same time, there were factors with a lower percentage such as educational intervention with 14.3%, planning with 9.5%and evaluation with 9.5%. Regarding the level of teaching performance, 90.5% was very acceptable while the level of didactic resources applied to the virtual environment was 76.2% high. This shows the importance of preschool teaching performance in children´s formative processes since teachers are a key element in the teaching-learning process, besides being an essential element to change transform and improve educational practices in virtual education. Keywords: factors, teaching, performance, virtual education, preschool.Ítem Acceso Abierto La estimulación de la psicomotricidad, como potencializador del desarrollo cognitivo del infante de 3 a 4 años(Universidad Católica de Cuenca., 2022-08-06) García Andrade, Laura Mishel; Mejia, Israel; 035014868-0ABSTRACT This research focuses on the importance of an appropriate psychomotor stimulation that allows a good cognitive development in 3 to 4 year old children, standing out that in their first years of life they begin to recognize their skills and abilities and also to socialize with the surrounding environment. On the other hand, by means of the game they can synchronize more easily their thoughts with movements and body parts and they begin to catch, store, and remember information by matching images. To carry out this research, several bibliographic sources related to the raised topic were used and a total of 22 studies between then 2017 and 2022 year were identified. It has been possible to highlight the results in each one of them allowing to know the methods to recognize the progress in the child´s cognitive development both inside or outside their homes, the use of materials and the teacher´s planning activities, and personality tests to identify the most important trait which are placed according to their level of progress. Finally, with an appropriate psychomotor child´s maturity, he/she will not have problems to put into practice what he/she has learned, and improve his/her memory, language and movements. Keywords: psychomotor stimulation, cognitive development, planning, skills, personality test.Ítem Acceso Abierto Aplicaciones para el desarrollo de las nociones lógico matemático en educación inicial(Universidad Católica de Cuenca., 2022-08-13) Palacios Naula, Juan Carlos; 030297891-1ABSTRACT Access to quality education remains a major barrier in developing countries. Efforts to open access to a large majority of citizens in developing countries have explored different strategies, including the use of multimedia technology. This research aimed to provide a systematic review of different applications in the teaching and learning processes that have proven to be a true strategy to close the gap in the provision of unrestricted access to quality education and improve student performance for the learning of mathematical logic in primary school children. The included review process conducted an exhaustive search of relevant scientific literature, relevant studies using predetermined inclusion criteria, literature analysis, and synthesis of the findings of the various studies that have investigated how multimedia has been used for teaching selection processes. and learning. Finally, it is concluded with this reduced and reduced study by several case study reports of multimedia tools, their success and limiting factors, application areas, evaluation methodologies, technological components and age groups to which the tools are directed thus determining its great value and its importance when teaching mathematics in primary school children. Keywords: Education, Media in education, Strategies, teaching/learning, Systematic reviewÍtem Acceso Abierto Estrategia de estimulacion para el desarrollo del lenguaje oral en niños de 3 a 4 años(Universidad Católica de Cuenca., 2022-09-08) Caguana Yunga, Rosa Alexandra; Mejia, Israel; 030235961-7ABSTRACT The present study, entitled “Stimulation strategies for the development of oral language in children from 3 to 4 years of age”, aims to describe how the stimulation process for the oral language acquisition is developed in children at the initial level since it is through oral language that we can communicate and exchange information. Communication starts with the baby’s crying and imitation of sounds until reaching the reproduction of words. Children develop their first forms of expression within the family, then, the school is responsible for consolidating them since they are a stimulus for coexistence. The research approach was qualitative, and the objective was to identify the main stimulation strategies for oral language development in children aged 3 to 4 years. A review of academic and scientific paper from 2017 to 2022, all related to the topic, was conducted. It has been shown that stimulation from an early age in children allows the development of appropriate oral language for their age. It can be concluded that, with the application of a structured program that meets the children’s needs, they can develop their oral language and communication skills. Keywords: oral language, strategies, stimulation, children, teachersÍtem Solo Metadatos Estrategias didácticas para favorecer el proceso de enseñanza aprendizaje en niños de 3 a 4 años(Universidad Católica de Cuenca., 2022-09-19) Narváez León, Italia Estefanía; Farez Loja, Diana Elizabeth; 035014868-0ABSTRACT Didactic strategies are techniques that help to improve the educational process, being oriented to reach an objective through the use of resources chosen meticulously. For this reason, it as decided to categorize the didactic strategies to favor the teaching-learning process in children from 3 to 4 year old. Using literature review based on a qualitative approach in the databases Google academic and the Virtual Library of the Catholic University of Cuenca, it was possible to select 15 publications. The results revealed that strategies are employed to motivate, responsibility, and enthusiasm. It was identified that the most used didactic strategies in the teaching-learning process in children from 3 to 4 year old are games, the adaptation of the classroom projects in the dimensions (organization of corners), dancing, singing and working with classroom projects in the dimensions (socio-affective, cognitive, communicative, aesthetic, and ethical). Also, other strategies are the use of ICT, plastic art, technology, use attractive material, rounds, music, and puppets. These are means with which the objectives proposed by the teacher in the classroom are achieved. They are adapted to the needs and aims of the functional are concerning the learning achievement in children from 3 to 4 years of age. Keywords: didactic strategies, categorizing, teaching-learning, children.Ítem Acceso Abierto Juegos ancestrales en el desarrollo de la psicomotricidad infantil en los niños de educación inicial(Universidad Católica de Cuenca., 2022-09-25) Tenemaza Simbaina, Maria Cristina; Mejia, Israel; 030274291-1ABSTRACT This research focuses on the influence of ancestral or traditional games for developing children’s psychomotor skills at initial education. Ludic activities such as hide-and- seek, blind man’s buff, hopscotch, sack race, rope game, wheelbarrow, and spinning top games are resources that, when used in the classroom, would be determining factors for psychomotor development based on what has been shown. The research had a qualitative approach and the objective of this study was to identify the existing relationship between the application of ancestral games and the psychomotor skills development in children in early education. To do this, we carried out a systematic bibliographic review of 18 studies from 2017 to 2022 wich allow the subject matter under study. The results show that there is a direct relationship between the use of ancestral or traditional games and the psychomotor skills development. It is concluded that teachers must include these games in their educational work as it has effectively been show their influence on learning, integral development, and the consolidation of the psychomotor area. Keywords: ancestral or traditional games, psychomotor, skills, children, teachers, learningÍtem Acceso Abierto Técnicas buco-faciales para la estimulación del lenguaje oral en niños de educación inicial(Universidad Católica de Cuenca., 2022-10-14) Rodriguez Cunin, Jose Luis; Farez Loja, Diana Elizabeth; 030263065-2ABSTRACT Buceo-facial techniques, better known as Buceo-facial praxis, are a system of coordinated movements performed by children in search of a result, i.e., they are fine motor skills acquired with the help of the organs involved in the production of phonemes. Therefore, this research aims to determine the oral-facial techniques that kindergarten teachers should use to stimulate oral language in children in early childhood education. For this purpose, the PRISMA research method was used. Through specific techniques and strategies, it was possible to locate, identify, and access information from digital documents and journals such as SCieLO, Google Scholar, UCACUE repository, and Redalyc. The appropriate methods and keywords were applied to facilitate the search. lt was possible to select 20 publications thanks to the qualitative approach used in the study. The results revealed that the oral-facial techniques used by kindergaren teachers to stimulate oral language in early childhood education children were classified into techniques of jaw, lip, and tongue movements, facial movements, verbal games, use of pictograms and sounds, breath methods, family participation, and orally description of images. In conclusion, the teacher should apply oral facial techniques to improve oral language development in children attending the initial level. These techniques are essential since they help the child develop their language correctly. Keywords: oral-facial techniques, stimulation, oral language, early education.Ítem Acceso Abierto La motivación docente para fomentar la autonomía personal en los niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Quizhpilema Solano , Sara Veronica; Farez Loja, Diana Elizabeth; 0302351473Children must feel confident to exercise their autonomy when taking risks or making decisions. The role of teacher motivation is essential to foster independence in children. For this reason, educators should generate an enabling environment through appropriate strategies that allow the development of autonomy in infants. In this sense, this research aimed to determine the incidence of teacher motivation in the development of autonomy in children from 3 to 4 years of age at E.C.E Ana Paredes de Alfaro. A cross-sectional methodology based on descriptive research with a mixed approach was used to correlate the variables. The explanatory level, bibliographic type, was applied for the theoretical foundation. In addition, a survey previously validated by experts was administered to teachers on their perceptions of motivation and its application in the classroom. In order to determine the presence of personal autonomy in children, the Secadas Observational Scale of Development was applied to the achievements attained. It was shown that teachers understand the importance of demonstrating empathy (96.6%), adapting strategies within the classroom (98%), and setting the environment (96%) to foster personal development autonomy effectively. The children’s level of autonomy achieved was 62% at the high level, indicating that the teachers' strategies have a positive impact. Keywords: teacher motivation, personal autonomy, learning, Early education 1
