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- ÍtemAcceso Abierto“El dibujo infantil para favorecer el desarrollo emocional en niños de educación inicial”(Universidad Católica de Cuenca., 2024) Zhagui Vera, Viviana Nicole; Curay Banegas, Edgar Rigoberto; 0105751150The present research aims to determine the significance of children's drawing in promoting emotional development within early childhood education. The research adopts a qualitative approach, employing bibliographic analysis, description, and non-experimental, inductive-deductive methodology. Through an exhaustive literature review, epistemological foundations were developed regarding the benefits of childhood drawing in the emotional development of children. Psychoanalytic, humanistic, and sociocultural perspectives highlight the potential of scribbling and spontaneous artistic creation to access the turbulent infant psyche, strengthen attachment, convey shared emotional meanings, and stimulate multiple dimensions of development. Furthermore, a critical analysis of empirical evidence enabled the identification of several challenges hindering the adequate development of emotional skills during the preschool stage, such as difficulties in modulating intense emotions, anxiety before certain events, challenging social interaction, somatization of psycho-emotional discomfort, and deficits in assertively communicating subjective needs. Based on these findings, a methodological guide was designed and validated for kindergarten teachers, comprising 13 playful activities to apply drawing for educational purposes, promoting the identification and expression of emotions, their regulation in the face of frustration, introspection, empathy, and positive social interaction skills. The proposal represents a tangible contribution to optimizing the benefits of childhood drawing, usually neglected in contemporary parenting and early education programs, and has been validated by experts.
- ÍtemAcceso AbiertoEl teatro de sombras y su influencia en las habilidades socioafectivas en educación inicial(Universidad Católica de Cuenca., 2024) Santos Tacuri, Lizbeth Dayanna; Crespo Crespo, Walter Benigno; 0150037224The socio-affective area is a fundamental pillar that requires special attention in the child's development, for which it is necessary to implement artistic activities through shadow theater, enabling children to convey emotions by manipulating silhouettes. However, this strategy is rarely used in educational centers since teachers consider it as a traditional teaching method without analyzing its potential in different areas, especially in the socio-affective development of children. In this context, this research aims to analyze the influence of shadow theater in developing socio-affective skills in early childhood education by implementing a pedagogical intervention involving activities and experiences related to shadow theater. A mixed methodological approach was adopted, using the Social Interaction Skills Test instrument (2016), which was administered to preschool children through a pretest, pedagogical intervention, and posttest. The results indicate an increase in socio-affective skills post-intervention, rising from 56.30% in "never" to 75% in "many times" responses. This confirms the shadow theater's effectiveness in enriching the educational experience and promoting comprehensive socio-emotional development. The conclusions support the integration of artistic practices in early education pedagogy to promote the socio-affective development of children through shadow theater.
- ÍtemAcceso Abierto“Programa Autossori para incentivar la autonomía en niños de nivel inicial”(Universidad Católica de Cuenca., 2024) Baculima Castro, Katherine Gissela; Curay Banegas, Edgar Rigoberto; 0107154049This study, titled "Autossori Program to Encourage Autonomy in Pre-school Children," had as a study problem the low levels of autonomy observed in 4-year-old children at a local education center to perform basic activities without adult supervision. The objective was to determine the impact of the Autossori program on the development of autonomy in children from pre-school level II. The research employed a mixed approach, descriptive, bibliographic, and field analysis, with a pre-experimental design. An inductive-deductive methodology was used. Initially, the study measured the levels of dependence using a standardized scale. Then, the Autossori program was implemented for four weeks and the levels were finally measured again with the same scale to determine the effectiveness of the pedagogical intervention proposal. The theoretical framework conceptualized the fundamentals of the variables under study, Autossori Program and autonomy, based on Montessori’s ideas. It also outlined ethical considerations applicable to the development of the dependent variable. Regarding the implementation of Autossori, the results revealed encouraging partial reductions in total dependency and some increases in intermediate self-management skills, suggesting the program’s usefulness in enhancing specific adaptive capacities through active and experiential learning. In conclusion, the activities suggested in the proposal demonstrated an improvement in the children’s autonomy, thus confirming the achievement of the research’s stated objective.
- 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“El juego simbólico como estrategia lúdica para el desarrollo de la convivencia en niños de inicial II”(Universidad Católica de Cuenca., 2024) Muñoz Inga, Lizbeth Katiuzca; Carrera Flores, Rita Carolina; 0105143598Symbolic play as a ludic strategy presents a significant opportunity for children to practice social skills and positive coexistence behaviors. Through a literature review, this study analyzed the existing evidence regarding its effectiveness in addressing problems that usually occur during the preschool stage. Specifically, the potential of mediated peer dramatization experiences was explored through symbolic play as a ludic approach to model strategies for peaceful conflict resolution, effective communication, teamwork, and following collective norms. The study used documentary collection and analysis techniques, a descriptive qualitative approach, and a non-experimental design. Based on the guiding question, the contributions of various studies that link symbolic play with dimensions of coexistence during the preschool stage are categorized and compared. The findings identified prevalent issues in which symbolic play, as a ludic strategy, enables the rehearsal of solutions. These are mediated play activities to strengthen communication skills, behavioral self-regulation, frustration management, and consideration of others’ needs in young children. Furthermore, criteria and practical guidelines were also provided for teachers and parents to implement practical educational experiences based on role-playing problem-solving, coexistence rules, and emotional expression.
- ÍtemAcceso Abierto“El juego dramático y el desarrollo de habilidades sociales en niños de educación inicial”(Universidad Católica de Cuenca., 2024) Tamayo Armijos, Allison Alejandra; Curay Banegas, Edgar Rigoberto; 0750498693This research aims to determine the importance of dramatic play in developing social skills in preschool children based on the findings obtained in the literature reviewed. The work uses a qualitative approach, bibliographic analysis, descriptive and inductive-deductive methodology, working by the file technique. Information was collected and managed from the digital databases of the Catholic University of Cuenca in Web of Science, SciELO, Redalyc, Scopus, ProQuest, Digitalia Hispánica, Editorial Magisterio Library, as well as in national and international databases where relevant and updated information was collected on the variables under study: dramatic play and development of social skills. The analyzed research reveals that, in the pre-test administered, children show a percentage between 55% and 70% of deficient development in social skills. It demonstrates a deficit in the development of the dependent variable under study. This situation was reversed after implementing the intervention programs, which led to more than 50% improvement in the skills considered. In conclusion, dramatic play is vital in children's social skills development, which is confirmed by the implementation of these activities in the different investigations, achieving considerable progress in these skills.
- 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 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 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.
- 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
- ÍtemAcceso Abierto“El juego como estrategia metodológica para el manejo de la agresividad en niños de 4 años’’(Universidad Católica de Cuenca., 2024) Rivas Zambrano, Pamela Belén; Curay Banegas, Edgar Rigoberto; 0150043206In education, play is highly useful, functioning as a methodological strategy that promotes the acquisition of significant learning, facilitates the child's integral development, and allows for guiding their behavior and managing aggression properly. This study aims to determine the incidence of play as a methodological strategy for managing aggression in 4-year-old children. A mixed-method approach was implemented, with a pre- experimental descriptive, correlational, and cross-sectional type design. An inductive- deductive methodology and the card indexing technique were employed. The population comprised 19 4-year-old children. For diagnosing levels of aggression, the Cuello and Oros Aggression Scale from 2012 was used, which has a Cronbach's alpha of 0.9. The processing and interpretation of results were conducted utilizing descriptive and inferential statistics. Regarding the results, a direct and significant relationship was found between play as a methodological strategy and aggression in 4-year-old children, with a Pearson correlation index of 0.86, indicating a high relationship. In conclusion, it can be stated that the goal determined in the research was accomplished, and a clear relationship between the two variables under study was evidenced. After implementing the pedagogical intervention proposal, a decrease in children's aggressive behavior was observed.