Trabajos de Titulación - Educación inicial
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Ítem Acceso Abierto Recursos 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 childrenÍtem Acceso Abierto Estrategias lúdicas para fomentar la conciencia ambiental en niños de educación inicial(Universidad Católica de Cuenca., 2024) Juela Clavijo, Camila Nicole; Crespo Crespo, Walter Benigno; 0150389708Playful strategies in childhood promote learning through play and activities that generate meaningful learning. These activities can be integrated to strengthen environmental awareness, allowing children to understand, appreciate, respect, and protect nature. The problem addressed in the study is the limited exposure of children to their natural environment. They spend little time exploring plants, landscapes, and animals due to technology. It is an important concern that 25% of children rarely go outside, and only a quarter visit natural environments. The study's general objective is to determine how playful strategies in early education contribute to promoting environmental awareness in children. The study was conducted qualitatively, with a descriptive scope through a bibliographic review. The results demonstrate that recreational strategies such as planting trees, creating gardens, going to the park, and using stories can significantly promote environmental awareness in children, allowing them to develop a deeper understanding of the natural environment and promoting responsible behavior towards it. It is concluded that when applied appropriately, recreational strategies positively impact children's environmental awareness, promoting learning and connections with nature.Ítem Acceso Abierto Los títeres como estrategia para desarrollar la expresión oral en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Quintuña Jarama, Christian Adrian; Matute Guzman, Carmen Viviana; 0107154932This research examines the use of strategies to develop oral expression through puppets, a tool that is seldom used by early education teachers, affecting verbal expression and, in turn, school performance. Therefore, the general objective is to determine the impact generated by using puppets as an effective strategy for developing oral expression in early childhood education. The methodology used is a descriptive qualitative approach based on a documentary bibliographic analysis to theoretically describe the study’s objective. The results indicate that puppets are an integral tool for development, improving communication and language, fostering creativity and imagination, emotional and social development, active participation, promoting inclusion and diversity, and facilitating the learning of abstract concepts. Thus, it is concluded that this strategy requires easy implementation and is adaptable to different educational contexts and needs.Ítem Acceso 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.Ítem Acceso 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.Ítem Acceso Abierto El juego como estrategia didáctica para el desarrollo lógico matemático en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Valdiviezo Torres, Carlos Andrés; Curay Banegas, Edgar Rigoberto; 0107146177In early childhood education, play is an invaluable resource. From this perspective, this research aims to determine the effectiveness of play as a didactic strategy for logical-mathematical development in young children. The research explores how ludic activities can improve skills such as spatial reasoning, pattern recognition, and mathematical problem-solving. This study is characterized by a qualitative approach based on literature review analysis. Information was gathered from the digital database of the Catholic University of Cuenca, including SciELO, Redalyc, RRAAE, and Scopus, which provided relevant and up-to-date information on the variables under study. The results reflect the benefits of play, and the challenges associated with implementing ludic methodologies. In conclusion, play is a highly effective didactic strategy that not only improves children's logical-mathematical skills but also supports their social and emotional development. However, to maximize its benefits, addressing challenges related to resource limitations, resistance to methodological change, and the need for teacher training is essential. The structured integration of play into the educational curriculum and the adaptation of activities to different learning styles and paces are crucial for promoting comprehensive and meaningful development in early childhood education.Ítem Acceso Abierto La dactilopintura, estrategia para estimular la atención en niños de preescolar con déficit atencional.(Universidad Católica de Cuenca., 2024) Santos Guamán, Evelyn Nathaly; Trelles Astudillo, Hilda Josefina; 0106007636Preschool children with attention deficit have special learning needs that affect their daily development and performance. They have difficulty focusing on specific tasks, which impacts their learning. On the other hand, finger painting is an effective strategy that supports the development of attention, improves concentration, encourages creativity, and enhances fine motor skills. The research objective was to determine the contributions of research on finger painting to improving focus in preschool children with attention deficit. This research uses a qualitative-bibliographic approach because it delves into the analysis, interpretation, and synthesis of bibliographic sources, offering a deep understanding of the effects of finger painting on children with attention deficit. The inductive-deductive method was applied, providing a structured framework to explore and explain the relationship between finger painting and improved attention in preschool children. The information was obtained by reviewing and analyzing articles from scientific journals available in the digital databases of the Catholic University of Cuenca on the platforms SciELO, Redalyc, and Google Scholar. As a result, finger painting promotes the development of attentional skills. The methodologies for applying finger painting vary from observational studies to controlled trials, including plans that combine painting with play, guided painting programs for children, and pedagogical proposals for working on attention stimulation.Ítem Acceso Abierto La musicoterapia para desarrollar las habilidades cominicativas de los niños con trastorno del espectro autista(Universidad Católica de Cuenca., 2024) Cajas Nivelo , María Elena; Álvarez Galeano, Manuel Felipe; 0105852578The present literature review aims to identify the importance of music therapy for developing communication skills in children with Autism Spectrum Disorder (ASD). A qualitative methodology was chosen, along with an analysis of articles related to these variables, which are available in the digital repositories of the Catholic University of Cuenca. The comparison made leads to the conclusion that music is an ideal strategy to stimulate communication skills, considering that music and emotional language transcend verbal and cognitive barriers, enabling children with ASD to express and understand their feelings in a more accessible and meaningful way. It is recognized that music therapy aids in the identification, expression, and regulation of each emotion and skill linked to communication, as well as in fostering empathy and understanding others’ emotions. It was determined that this artistic language energizes rhythm, melody, and structure, as children can capture and maintain attention in a way that facilitates their learning and appropriate cognitive development, as well as speech production, grammatical construction, and non-verbal communication.Ítem Acceso 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.Ítem Acceso Abierto El 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.Ítem Acceso Abierto Tecnologías aumentativas y alternativas para el desarrollo de habilidades comunicativas en niños con autismo de preescolar(Universidad Católica de Cuenca., 2024) Ugarte Niola, Iris Mell; Matute Guzman, Carmen Viviana; 0750751232This research addresses the issue of communication difficulties in children with Autism Spectrum Disorder (ASD), which affects their academic performance and participation in educational settings. This study aims to evaluate the impact of Augmentative and Alternative (AAC) technologies on the development of communication skills in this population. The methodology is based on a qualitative approach, using inductive-deductive methods for data collection and analysis. A literature review was conducted, selecting relevant studies published between 2020 and 2024, with 11 articles analyzed. The study population includes preschool-aged children at high risk for ASD, with sample sizes ranging from 3 to 66 participants. The main results indicate that 77.8% of the studies analyzed used experimental designs, with AAC being the most common strategy. It was reported that 80% of the children showed significant interest in AAC resources, suggesting an improvement in their linguistic and social development. However, 60% of teachers acknowledged their lack of knowledge about AAC, which limits its effective implementation. In conclusion, the study highlights the importance of implementing AAC tools to improve communication in children with ASD while stressing the need to train teachers in their use to maximize the positive impact on learning and social integration of these children.Ítem Acceso Abierto Ambientes de aprendizaje en ciencias para el desarrollo del pensamiento científico en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Buestán Tenecora, Marcela Soledad; Serrano de Moreno, María Stella; 0106373848Scientific thinking in early education constitutes a fundamental pillar in the integral development of children since it stimulates the capacity for observation, experimentation, and the formulation of hypotheses. The study's objective is to determine the contribution of the experiences provided by science learning environments for developing scientific thinking in early education children. The research elaborated a documentary and bibliographic analysis using a qualitative approach and descriptive scope to review the study problem systematically. The results showed that learning environments with scientific experiences that emphasize the child's activity in front of elements of nature, related to observation, discovery, pattern following, experimentation, inquiry, and problem-solving, offer significant contributions to developing his scientific thinking. It concludes with the need to create, from the initial level, learning environments rich in experiences that involve children in science activities as training alternatives for thinking and creativity. A pedagogical intervention proposal called "Fun scientific experiments for discovery" is suggested, aimed at 4-5-year-old children to enhance their scientific thinking further.Ítem Acceso 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.Ítem Acceso 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.Ítem Acceso Abierto Estimulación temprana para el desarrollo psicomotriz en niños de 0 a 3 años(Universidad Católica de Cuenca., 2024) Santos Guamán, Sthefany Katherine; Salinas Salinas, Diego Armando; 0107007644This research paper addresses early stimulation for psychomotor development in children aged 0 to 3 years. It considers that psychomotor development occurs during early childhood, where every interaction and experience significantly influences future outcomes. However, the absence of opportunities to access early stimulation programs and the lack of activities that promote psychomotor skills can lead to difficulties in developing psychomotor abilities such as coordination and concentration. Thus, ensuring psychomotor development is essential for the well-being of infants, improving their daily lives, learning processes, and social relations. Therefore, through a literature review, this study aims to determine the contributions of early stimulation for psychomotor development in children and to develop a guide of activities for developing psychomotor skills in children from 0 to 3 years old. This study employs a qualitative-bibliographic approach, using an inductive-deductive method to explore and deeply understand the aspects of early stimulation and psychomotor development. Through this approach, the information obtained from the digital databases of the Catholic University of Cuenca, such as Google Scholar, SciELO, and Redalyc, is analyzed and synthesized. In conclusion, early stimulation during early childhood is crucial for their integral development, improving gross and fine motor skills, coordination and balance and preparing them for success in various areas of their lives.Ítem Acceso Abierto La 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.Ítem Acceso 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.Ítem Acceso 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.Ítem Acceso Abierto El teatro como estrategia pedagógica para mejorar la comunicación en niños de educación inicial con síndrome de Down.(Universidad Católica de Cuenca., 2024) Campoverde Flores, Jhuliana Lissette; Trelles Astudillo, Hilda Josefina; 1105750093Down syndrome is a genetic disorder that has physical and learning consequences. The area most affected in these children is attention; they have difficulty focusing on tasks that require concentration and inhibiting distracting stimuli such as environmental noise and receiving multiple instructions or orders simultaneously. With this difficulty, theater works positively as a pedagogical strategy to promote interaction and spontaneous communication. This research aims to determine the main findings of previous research on theater as a pedagogical strategy to improve communication in early childhood education of children with Down syndrome. This study adopts a qualitative-bibliographic approach by analyzing and describing theater as a strategy to improve communication in children with Down syndrome. Information was collected from various digital sources. The inclusion criteria were articles that specifically addressed theater and communication in children with Down syndrome, published in 2018. Articles not addressing the above topic and were published before 2018 were excluded. As a significant result, it was evidenced that children with Down syndrome improved their communication after participating in theater sessions; this strategy also favored the recovery of self-confidence within their family environment. In conclusion, theater enhances communication in children with Down syndrome.Ítem Acceso 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.
